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)

Describes specific training, using taped readings, designed to prepare teachers to accurately assess the oral reading of students who exhibit dialect or second language influences in their speech. (MKM)

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)

Offers opinions on teaching reading in the content area, teaching vocabulary to precollege students, helping remedial readers interact with their reading, and evaluating teacher made tests. (SRT)

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

Readers share information on the use of the uninterrupted silent sustained reading method to change the reading attitudes of adult Native American students and on the use of taped books with high school remedial reading students. (MKM)

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

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)

Reveals the phases through which an apathetic eighth-grade class of poor readers went on their way to becoming active learners. The phases included: (1) discussing attitudes and goals; (2) positive environment; (3) sharing literature through oral reading; (4) reading for an audience; and (5) active learning. (SKC)