Offers four methods for improving the reading fluency of poor readers: three-minute repeated timings, repeated readings, taped reading, and model reading. Suggests that these methods allow the poor reader to attend to meaning. (FL)

Describes a cross-age tutoring program in which older students in remedial reading classes teach reading skills to younger students using a "test, train, tutor, and translate" paradigm. (FL)

Describes how one form of illustration, the spatially organized map, can improve reading comprehension. (HOD)

Proposes using the cloze procedure as an instructional technique as well as for testing. Offers cloze exercises designed to teach vocabulary, relationships, and personal involvement. (FL)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

Notes that the number of English as a second language students enrolled in American schools is increasing and presents an integrated language lesson plan designed to meet their needs and match their abilities. (FL)

Considers the role of oral language in reading and its implications for the primary grades teacher. Provides a number of activities that integrate reading, speaking, listening, and writing. (FL)

Argues that there is sufficient reason on both theoretical grounds and the results of research and demonstration to encourage and include writing as one aspect of a reading improvement program. Describes several writing activities for use in such a program. (FL)

Discusses characteristics of withdrawn children and describes actions the teacher can take to help such children progress in reading. (MKM)