Argues that for tribe members in Thailand's primitive mountain areas, learning to read can provide an entirely new outlook on life. (RB)

Notes similarities in Paulo Freire's literacy method, William S. Gray's model of reading, and H. Alan Robinson's recommendations for reading instruction based on psycholinguistics. (MKM)

Since reading achievement and study achievement failed to correlate significantly in this study, results should be interpreted in a number of ways. (HOD)

Describes a method for the teaching of basic reading skills through poetry. (RB)

Argues that awareness of the different ego states which students go through and the games they play can help teachers with otherwise unreachable students. (RB)

Argues against underlining important points in a textbook as an inefficient study technique and describes three methods of notetaking which are more effective: outlining, SQ4R, and summary. (RB)

Suggests specific techniques for helping students learn to identify and verbalize main ideas in what they read. (RB)

Describes six myths about reading which often result in poor reading habits and inability to complete assigned readings. (RB)

Students draw upon their experience and community resources in this program designed to prepare them for living on their own. (JM)

Offers a humorous perspective on being a proponent of the whole language approach to reading instruction in the face of those who favor phonics and specific skill instruction. (SRT)

Provides (in a humorous manner) quotations on the teaching of reading and on the process of reading from famous persons and literary works, with emphasis on lines taken from Shakespearean plays. (MKM)

Provides a translation of the reading portion of the review guide for the national examination for college selection in the People's Republic of China. (MKM)

Describes a method for teaching reluctant students to develop the skills necessary to read a play. (RB)

Presents a dramatic skit which suggests why Johnny can't read. (RB)