Describes a plan designed to encourage students to read aloud by offering them bonus points for reading, letting them read as long as they want, and allowing them to designate the next oral reader. (RS)

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)

Describes how the combination of composition activities and oral reading encouraged a group of slow learners to read. (KS)

Explains steps in teaching students from grade 8 to read a selection orally with interpretive skill. (MKM)

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 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)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (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)

Presents seven teaching strategies for use in "whole class" settings that can help the content area teacher deal with the reading needs of mildly handicapped students. (HOD)

Points out that ESL research argues that instructors must introduce discourse analysis, separate oral skills from reading skills, and instruct students in the various subskills needed to read different types of academic materials. Suggests that the eclectic approach to instruction most nearly fulfills these three obligations. (FL)

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)

Explains six instructional components, based on a psycholinguistic view of reading, for teaching the adolescent disabled reader to read. (HOD)

Argues that reading aloud to teenagers can provide some of the same benefits that lap reading gives to younger children. (FL)