Categorizes several self-reporting reading attitude instruments that are currently available in order to provide teachers with information that will let them choose the instrument that is most appropriate for their situation. (FL)

Reviews instructional materials and teaching guides for reading and comprehension. (HTH)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

Contends that the cloze procedure is an effective technique for use in teaching specific reading skills as well as a test of rate and comprehension. (FL)

Media education specialist John Culkin talks with editor John Drexel about learning to read in the television age--and discusses a new alphabet, UNIFON, that may help solve the literacy crisis. (Editor)

In Exemplary Center for Reading Instruction (ECRI) classrooms, teachers are given directives for teaching and testing literal, inferential, critical, and creative comprehension to help students understand what they read. (Author/MLF)

Points out that the imitative, repeated, and impress methods of teaching reading each have certain strengths and weaknesses of which teachers should be aware. (Author/FL)

Explains how classroom cookery can be used in the elementary school language arts program. Emphasizes ways it can improve reading skills and provides a listing of cookbooks for children. (FL)

Examines the nature of comprehension, specifically in the area of reading, and offers some techniques for teaching comprehension. (FL)

Provides information and specific suggestions for the regular classroom teacher who must cope with visually handicapped children in reading classes. (FL)

Argues that teachers should provide their students practice in answering different kinds of comprehension questions. Suggests the Barrett Taxonomy of Cognitive and Affective Dimensions of Reading Comprehension as a model for use in generating diversified questions. (FL)

Presents ideas for using students' names as springboards for vocabulary or reading instruction. (FL)

Describes 10 behaviors teachers can use to provide thoughtful teacher-child interactions in the classroom. (Author)

Discusses a commercially produced program for increasing reading comprehension. (FL)

Explores the possibilities for adapting the basal reader to the particular needs of the student or classroom as opposed to strict page by page study. (HTH)