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

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)

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…

Presents research demonstrating that a simplified version of the diacritical marking system is an effective remedial tool for improving reading skills. (RB)

Describes the developmental reading program at a Midwestern university which has as its major objectives the improvement of vocabulary, reading comprehension, and reading rates. (FL)

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)

Reviews 13 supplementary reading material series--including Impact on Reading, Project Achievement, and Be a Better Reader--useful for providing instruction and practice with a variety of comprehension skills. Includes evaluative comments for each series, noting series' emphases, levels, and publisher. Observes that materials can be used in…

Remediation programs have helped some struggling children learn to read and write. However, they have not been helpful to all students. Educators need to search for more effective ways of reaching even more learners. Recently there has been more focus on preventing early school failure. Researchers agree that if instruction for struggling students…

Describes the use of disabled readers at the secondary level as tutors for elementary students. (TO)

Describes a college developmental reading laboratory model using peer tutors to provide training in comprehension study skills. Reports the results of a study evaluating the impact of training on student performance from the perspective of the participants. (MM)

Describes the impact of the Reading Miscue Inventory (RMI) on the case study results of two primary grade students and one seventh grade student who had been referred to a college reading clinic. (FL)

Suggests that knowledge of relational structures in combination with techniques for determining the meaning of unknown lexical terms assists Black disabled readers in improving their reading performance. (FL)

Determines if Accelerated Reader (AR) is beneficial to the reading development of young emergent readers' comprehension. Considers if AR will improve young struggling readers' comprehension skills and attitudes to improve so that they can more easily become true independent readers. Concludes that AR did contribute to children's reading…