Develops an understanding of the interactive nature of the reading process with a focus on vocabulary learning and formulates criteria, based on this understanding, to evaluate approaches to vocabulary development. (HOD)

Discusses what is meant by meaningful learning, the conditions necessary for meaningful learning to occur, the importance of vocabulary instruction to comprehension, and how to insure that vocabulary instruction is meaningful. (HOD)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Discusses three principles that characterize effective vocabulary instruction (contextual and definitional information, active processing, and multiple exposures) and describes how these principles can be used to modify and improve existing methods of teaching word meanings. (HOD)

Shares some of the improvements made on four study/learning procedures. (HOD)

Illustrates how prediction can be used to improve content area reading, provides examples of successful prediction techniques, and encourages teachers to develop their own uses of prediction. (FL)

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Three contributors offer suggestions for (1) increasing remedial readers' interest in books and reading, (2) using sentence combining to improve vocabulary, and (3) using microcomputers to compensate for students' varied reading levels. (FL)

Compares results of standardized reading tests with informal reading inventories to determine whether teachers should favor one score over the other as an indicator of instructional reading level. (FL)

Contributors suggest ways to (1) phrase reading for second-language learners, (2) improve comprehension through creative mapping, (3) improve student "browsing" skills in a library, and (4) help students overcome writer's block. (FL)

Describes how a popular publication with a newspaperlike format and content geared to teenage interests can be used to motivate reluctant readers and teach critical reading skills. (AEA)

Identifies and describes reading materials, programs, and resource materials in the areas of content and reading skill development that can be used by vocational teachers of secondary-level special needs students. (HOD)