Argues that handwriting skills are important to reading improvement because as a child reads his own writing, thoughts, insights, and ideas of his own and others are explored. (RB)

Covers two major aspects of reading instruction for mildly mentally handicapped children in the regular classroom: a review of their reading characteristics and a presentation of questioning techniques useful for promoting their reading comprehension. (FL)

Lists and discusses the basic principles for teaching reading in the remedial classroom at the elementary level. (RB)

Discusses some errors students make while reading orally which indicate reading difficulty and serve as evidence that can be used in diagnosing the reading problem. (RB)

Examines three practices in the teaching of reading which result in students with deficient reading skills. (RB)

Suggests that one of the most effective ways principals can improve reading instruction is through classroom observation and provides a checklist which will serve as a guideline for follow-up conferences between the principal and teachers. (RB)

Discusses specific objectives related to the three-year Target Four Reading Program developed by the staff at Central School in Roundup, Montana. (RS)

Claims the United States must upgrade the literacy skills of its young people if it is to keep pace with changing job demands and global economic competition. Suggests that developing effective school reading programs is at the heart of any comprehensive plan for improving the adult literacy of American citizens. (NH)

Describes six strategies for implementation in a reading remediation program for dyslexic children. Provides an example and rationale. Discusses reading difficulties most often found in dyslexic children. (RS)

Argues the importance of teaching students to read for meaning and suggests nine ways in which critical reading and thinking skills can be developed. (RB)

Questions some of the techniques currently used in reading courses because they reinforce such poor reading skills as short attention span. (RB)

Concludes that any systematic and well-organized approach addressing basic reading skills will provide reading improvement, since both approaches that were examined (DISTAR and the Integrated Skills Method) show the same degree of success. Considers diagnostic instruments not particularly useful in planning remedial instruction, but recommends…

Details a study that assessed two experimental approaches to improving reading comprehension among fourth grade children--one involving training in syllogistic reasoning and the other using comprehension questions--and concludes that neither approach was effective. (FL)

Examines the effectiveness of strategy training for younger readers. Discusses strategies for development of comprehension, including making predictions (both before and during reading), question generating, and summarization. Offers examples of how these strategies can be embedded through literature-circle discussions and gives a suggested…