Describes a test of teachers' knowledge of reading comprehension skills that requires teachers to classify reading comprehension activities similar to those found in elementary reading workbooks according to a taxonomy based on the Barrett Taxonomy of Cognitive and Affective Dimensions in Reading Comprehension. (FL)

Presents a technique designed to help most readers' vocabulary grow with their every day reading. (JM)

Explores ways teachers can teach attentive listening and makes suggestions for developing listening skills used in natural ways in the classroom. (FL)

Describes a way in which a microcomputer can be used as a basis for individualized instruction in reading and word meaning. (FL)

Describes a content area reading course developed for technology majors at Texas Southern University (Houston). (FL)

Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)

Reports on a study that investigated what constitutes metaphor and simile for sixth- and eighth-grade children. Discusses the implications of the findings for reading and language arts curriculum development and instruction. (FL)