Dialogues proved to be a successful technique for improving communication skills of bilingual students and dialect speakers, as well as for good and poor readers who speak standard English. (MKM)

Suggests using visual cues such as boldface type, indenting, and color coding to help students identify important words in sentences and relationships between sentences. (MKM)

A discussion of the development, final content, and uses of fifteen commercial reading programs is presented. (MKM)

Explains a tutorial program, in an Australian school, in which older students receive English grammar and language credit for their work in tutoring younger remedial readers. (MB)

Provides a brief overview of the research on cooperative learning, and describes several classroom grouping techniques useful for all grade levels and subject areas. Discusses group retellings, associational dialogue, dyadic learning, needs grouping, the buddy system, cybernetic sessions, and research, interest, ability, tutorial, random social,…

Describes a reader response heuristic which approaches expository texts on a feeling and experiential level. Focuses on the work of one student writer to show how the student's interpretations of a text on Arab-Israeli relations was mediated by the student's feelings and experiences. (MM)

Describes a technique called "vowel-sound-stick" which uses students' limited abilities in phonics, with an emphasis placed on syllabication in order to give the remedial reader a simple method of word attack. (RS)

Recommends teaching both mental imagery (an unobtrusive, natural text processing strategy) and summarizing (an efficient text reorganization strategy) to students who do not spontaneously use them. (NKA)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

Reports on a teacher survey designed to (1) determine the extent to which reading instruction is being offered beyond the reading classroom and (2) explain why some programs fail and some succeed. Suggests four steps to follow to develop a successful program. (NH)

Suggests ways of using the newspaper to improve students' reading and writing abilities and increase their knowledge of the world. (ARH)

Provides reading professionals with an overview of reading and literacy applications in optical technology, including videodiscs, compact discs, and other optical technology. (ARH)

Provides information about a classroom implementation experiment in vocabulary research. A daily journal was kept to help in conducting the experiment, a secondary goal of which was to determine whether the new instruction was more or less effective. (NKA)

Offers a proposal for an integrated reading and writing curriculum that emphasizes essay and other informational writing. (HOD)

Presents three ideas for teaching content area writing, noting that such writing is most productive when assignments are based on real subject area topics and authentic styles. (HOD)