According to the results of this exploratory investigation, the students read better when they were requested to read for meaning and not interrupted during the reading process. (Author)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Humorous stories and comedy routines can form the basis for individual oral reading and comprehension activities and for group skits. (MKM)

Describes the use of oral reading, journal writing, and sharing of ideas in a seventh grade class to promote an active interest in literature and thereby increase the literacy level of the students. (SRT)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Identifies the miscues adult Chinese learners of English typically make in their reading, the positive and negative impact of first language influence on their foreign language reading, and the role language development plays in reading comprehension. (RS)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Discusses the method of repeated readings as an approach to improve the comprehension and decoding skills of disabled secondary and postsecondary school readers. (HOD)

Reviews reports of the use of taped books and reading materials with students as a method of reading instruction. Also suggests related techniques such as choral reading, sustained silent reading, and the neurological impress method. (MKM)

Reports on a study that compared the use of the cloze procedure with an oral reading test to assess students' reading abilities, concluding that teachers could use cloze to place students in content area textbooks.(HOD)