Concludes that students' vocabulary scores improved significantly and their comprehension scores declined significantly over a three-month summer vacation period. (FL)

Discusses reasons for using listening rather than reading as a preferred mode of instruction in inferring, then describes a procedure for helping children "negotiate" meaning from an author's implied statements. (FL)

Examines some of the significant research in the area of learning modalities, analyzes the findings of this research, and discusses the implications of reading research as it relates to reading instruction. (RB)

Begins a four-part series dealing with practical suggestions for improving the vocabularies of high school students. (Author/RB)

Suggests practical applications of Piagetian theory to reading instruction. (FL)

Argues that both redundancy and propositional analysis (a strategy for analyzing meaning in a text) help to reveal the nature of the reader-text interaction and are two of the important missing elements in readability. (FL)

Reviews research dealing with creativity as it applies to the process of reading. (FL)

Defines direct instruction, reviews research analyzing its characteristics and offers reflections on direct instruction of reading comprehension. (FL)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

Presents a reading model with seven aspects: word perception, literal comprehension, interpretive comprehension, reactive comprehension, application comprehension, study skills, and rates. (FL)

Reviews studies relating to reading instruction for Black children. Points out several problems in methodology found in the studies. (FL)

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 problems associated with ability grouping in reading, including issues related to group placement, inequality of instruction and treatment, and classroom management. Considers the affective consequences of grouping, and suggests alternatives to ability grouping in reading. (RS)

Suggests that reading instruction, guided by a knowledgeable and sensitive teacher, is one means of complementing and facilitating oral language learning for the language-impaired child. Argues that the complex relationship between reading and oral language must be explored in depth. (RS)