Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Tells how to set up an individualized reading center to help improve the reading of students in all the content areas. (RB)

Demonstrates that college freshmen instructed in a noncontent related reading laboratory made significant gains in both vocabulary and total reading achievement over a matched control group. (FL)

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)

Advocates using the newspaper to improve reading and writing skills of remedial secondary students. Discusses using the newspaper with regard to disabled readers, enhancement of comprehension, critical thinking skills, increased vocabulary, creative writing opportunities, increased general knowledge, and extension activities. (SR)

Describes a study skills course designed for freshman students in the lowest third of their class. Concludes that the strengths of the course were the use of direct instruction, the provision for in-class applications of study techniques, the stress on self-responsibility, and the demonstration of several study strategies. (FL)

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)

Concludes that folklore can make a significant difference in reading achievement for primary grade students. (FL)

Presents a case study of the effectiveness of a combination of a family literacy home intervention program with one-on-one intense tutoring for nonreading families. Notes that the family began to make positive changes in their reading environment, attitudes, and interactions which had a positive effect on their child's reading progress at school.…

Notes how 80 students who spoke Spanish at home were randomly assigned one of four teachers, two who used a great deal of music in their classrooms while the other two did not. Suggests that music had a positive effect on oral language and reading scores. (SG)

Presents a discussion by dedicated teachers (who were taking a university course for reading assessment and diagnosis) about students' problems with vocabulary words that impede successful reading comprehension. Discusses how the interactive process of developing the strategies pushed the teachers' imaginations and created a challenge for the…

Shows how the use of proper materials and the development of a positive classroom climate can aid teachers in improving students' reading ability and in avoiding classroom discipline problems. (GW)

Describes steps that should be followed in building a reading program that meets students' needs and provides effective instruction in developmental, corrective, and remedial reading: (1) establishing desired skills, (2) undertaking a program of pupil evaluation, (3) initiating an appropriate teaching strategies curriculum, and (4) conducting…

Uses the author's experiences as a less-able member of a university choir as metaphor for how less-able readers experience the demands of learning a complex symbol system. Translates the positive experiences as a choir member into classroom contexts. Advocates choral reading, heterogeneous grouping, regular opportunities for practice, limitation…