Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Presents a technique for use with large groups of children to provide them with practice in fluent reading. (FL)

Suggests using an ultraviolet or "black" light as a tool for storytelling and reading aloud, and describes four black light activities which bring an extra measure of excitement to books. (JM)

Presents suggestions for using plays in the classroom as a means of developing language and reading skills. Provides a list of plays covering many topics and grade levels. (FL)

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

Presents a summary of practical experiences with oral reading in a format that gives insights into why listening to children read empathetically is important. Offers guidelines on how to organize and use such a process. (FL)

Offers an alternative to round-robin oral reading that uses paired, choral, imitative, and mumble reading. (FL)

Describes a teaching method designed to increase interest in oral reading and improve students' reading skills. (RB)

Contains contributions from four educators concerning (l) ways parents can help their children practice reading; (2) vocabulary development, reading, and the Old Order Amish; (3) the "read to share" model or oral reading; and (4) motivating boys to read. (FL)

Notes that good oral reading can strengthen the relationship between the spoken and printed word and improve comprehension. Offers suggestions to develop students' ability to read aloud. (FL)

Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Suggestions from five contributors deal with the following topics: (1) helping the child who stutters to read fluently, (2) the vowel-consonant-vowel controversy, (3) motivating the reluctant reader, (4) building self-concept through a story wall, and (5) dictionary study. (FL)

Describes a "read-in" program in which community members read to classes of children, and a project that employs language activities to improve students' self-concepts. (DD)