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)

The effectiveness of a procedure for systematically analyzing and intervening with oral reading was investigated with three learning disabled children (10 to 11 years old). Correct and error responses in oral reading were recorded during baseline and experimental conditions (which included contingent teacher praise and antecedent modeling on words…

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)

Concludes that, as it is commonly practiced today, round robin oral reading is merely a vehicle for assessing accuracy in calling words. Argues that such a purpose can be achieved better on a one-to-one basis between teacher and student. (FL)

A paper dealing with the comprehension of metaphor and a second paper addressing the ramifications of the first paper's ideas for teaching practices are contained in this report. The opening section of the first paper explains why language theorists and scholars in a number of disciplines are interested in metaphor. Its next section deals with…

Analyzes research reports that describe specific corrective feedback techniques. Notes effects for comprehension and for accuracy of word recognition among remedial and average readers and discusses instructional implications of the findings. (FL)

Noting that the Neurological Impress Method (NIM) of reading instruction has been shown to be an effective intervention strategy for use with remedial readers, this paper examines the theoretical and empirical validity of NIM techniques. The discussion focuses on (1) a procedural description of the technique, which involves having student and…

The research literature on assisted reading is reviewed to determine whether this approach should be recommended to remedial reading and classroom teachers. To date, research has been inconclusive as to when, how, or why any of the forms of assisted reading can be used effectively. (SEW)

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

This paper considers the place of one-to-one teacher/student oral reading interactions in reading instruction. Maintaining that there is an important function for such interactions in learning to read, the paper analyzes one learning process in these interactions--attention to errors--and argues that in oral reading instruction, attention to…

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)

Defining self-concept as all the perceptions individuals have of themselves, this booklet examines research-based thinking concerning the relationships that exist between reading and self-concept and describes practical applications of these relationships so that teachers can use them in the classroom to improve self-concepts as well as reading…

This study, involving 8 Hispanic males (ages 7-10) with speech/language impairments, found that having the teacher discuss a story's key words and read aloud while students read the story silently was more effective than just having students read orally and more effective than discussing key words and having students read silently. (Author/JDD)

The first two parts of a three-part final report on a series of studies that examined the nature, characteristics, and effects of verbal feedback to student reading miscues are contained in this volume. Part I consists of a summary of the nine specific objectives of the research, an overview of the project's methods, and the findings for each of…

A study was conducted to further understanding of students' perceptions of the teacher's role during guided oral reading. Observations were made of 36 first through sixth grade students reading orally in groups composed of one good reader, one poor reader, and one good or poor reader playing the "teacher." The observations were followed…