Reviews recent reading research and points out several implications for classroom reading teachers. Uses T. C. Standal's descriptive model of reading as a framework in which to present the research. (FL)

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)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Concludes that oral reading should be encouraged as a possible means of improving the comprehension of disabled secondary school students. (FL)

Reports that, when challenged with interesting reading materials, superior elementary school students demonstrated "reserves" of reading comprehension power--an affect not found in average readers. (FL)

Reports on a study that investigated the relationship between intonation in oral reading and reading comprehension of Black West Indies college students. Concludes that there were no significant relationships and outlines procedures for future research. (FL)

Discusses several examples of extraneous loaded elements that are included in various published phonics and reading comprehension materials and in teacher-made tests. (TO)

Describes the S4R reading/study system, discusses each of its components (survey, read, recite, review), explains how it is used by the teacher in the classroom, and reports initial research findings concerning its use. (FL)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Describes techniques and cites materials to use with gifted children in creative reading instruction. (MKM)

Highlights the types of inferences four students in grades 2-5 drew while constructing meaning from expository passages. Includes an analysis of their think alouds and recommendations for comprehension instruction. Explores what factors contribute to successful inferencing. Sheds new light on the range of strategies elementary grade students use…

Provides suggestions to teachers planning to implement a whole language program, based on interviews with three whole language teachers. Focuses on support for the whole language program; decisions about curriculum and evaluation; development of vocabulary and comprehension; strengths and weaknesses of the whole language approach; and preparation…

Reanalyzes data from a previous study to focus on the relationships among measures of use of metacognitive strategies and measures of reading comprehension. Finds no relationship prior to treatment between the use of metacognitive strategies and performance on a standardized test's measure of reading comprehension. (RS)