This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two…

Presents and discusses diagram showing that reading is one function of thinking; a person who is reading is thinking, while a person who is not thinking cannot be reading. (JM)

Discusses in detail a three-step lesson for a remedial reading group of nine-year-old students. (JM)

Expands on how a strategic reader uses text structure knowledge as an overarching strategy, a framework within which to incorporate other strategies to gain ideas from text. (MG)

Discusses word attack and comprehension skills and provides a list of word analogies. (RB)

Suggests using drama as a technique for improving reading comprehension, reading skills, and language abilities. (RB)

Defines the flexible reader, suggests methods of assessing reading flexibility, and presents a strategy for teaching reading flexibility in secondary level content area classrooms. (FL)

Reviews research findings that suggest that literacy is nearly universal and that interest in reading is at an all-time high in the United States. (FL)

Stresses the importance of recall and retention in reading for information. (RB)

Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)

Discusses the problem many high school students have in concentrating on reading materials and suggests several ideas to solve the problem. (RB)

Lists ten ideas designed to improve the reading skills of high school students. (RB)

Offers suggestions for effective use of the Directed Reading-Thinking Activity developed by R. Stauffer. (FL)