Reveals statistically significant differences in the oral reading strategies employed by average and below average readers in each grade, and across succeeding grade levels. (Author)

Shows how teaching mathematics helps in teaching reading sequence skills. Asserts that students who can write a mathematical sentence, reconstructing the series of events in a verbal problem, can transfer those skills to develop the reading skill of time-order sequence. Illustrates this strategy with three examples of mathematical sequence problem…

Suggests that maternal involvement occurring in an everyday setting is not related to kindergarten children's academic achievement. (FL)

Argues that teachers can use content analysis in both instructional approaches and research methods. Offers ideas for its use in the classroom. (FL)

Concludes that instruction in aural cloze improved kindergarten children's ability to supply words deleted from a story read to them. (FL)

Reports on various instructional procedures that were used to decrease the number of b/d reversal errors made by 10-year-old learning disabled boys. (FL)

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

Provides evidence concerning the attitudes and behaviors of 111 content area reading teachers regarding reading, the teaching of reading, and reading specialists. Notes significant differences found between teachers of different subject areas. (Author/RL)

Describes a program that will provide parents with some knowledge of emergent literacy development and with simple literacy activities in which both parents and children can participate at home to encourage the development of early reading and writing skills. (SG)

Uses elderly adults' median chronological age with marital status to examine how elderly adults view their reading needs as they pertain to reading skills, reading preferences, emotional awareness, and physical capabilities. Finds differences in the reading perceptions of elderly adults. (SR)

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 selected instructional procedures in the four reading readiness skills that can be taught and learned: auditory discrimination, auditory comprehension, visual discrimination, and visual memory. Stresses that readiness skills are prerequisite to reading skills. (RS)

Provides a rationale and suggested exercises for teaching nonlinguistic decoding skills (training in eye movements and "syntactic anticipation") in adolescent and adult reading classes. (RL)