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)

Suggests reading activities involving prose, poetry, fiction, and dramatic reading with expression for sixth-grade students who read at and above grade level. (RH)

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

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)

The prevailing assumption underlying practice in the classroom is that children acquire most of their new words from context during silent reading. The trouble with learning from silent reading is that many pupils do not read widely or quickly enough. Reading aloud to children will, however, allow them to participate in activity that they all can…

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)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Presents suggestions for developing a thematic teaching unit to help students overcome fear by learning about the courage of survivors in literature. The article recommends reading a story aloud, discussing courage and survival of the characters, and developing group-guided reading activities that involve individual or group projects. (SM)

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

Reading instruction, centered around the oral reading of literature, allows children to enjoy stories and forget that they are engaged in an academic exercise.

The author explains how she changes folk tales into simple two-actor plays geared to the oral reading ability of her remedial reading students. Two of her plays are included in this article: "A Halloween Tale" and "The Three Wishes." (SJL)

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)