Presents a modification of the traditional Anticipation Guide format (a reading comprehension strategy) that includes a prereading "I'm Not Sure" response option and helps students to differentiate the purpose for reading. (SR)

Explores Laura Ingalls Wilder's "Little House" books as a series of seven books of increasing complexity, to cast light on the processes of reading development. Examines ways Wilder used to help her reader develop. (SR)

Discusses specific objectives related to the three-year Target Four Reading Program developed by the staff at Central School in Roundup, Montana. (RS)

Describes the four primary types of private reading/learning center programs. Provides suggestions and guidelines that educators can follow in making referrals or assisting parents to make better informed decisions about educational support services. (RS)

Describes how IBM's "LinkWay" hypertext program was used in the Tuba City Boarding School (Navajo Reservation) to develop reading improvement programs and to allow students to develop their own productions. Notes that the program addresses the cooperative, noncompetitive nature of the Navajo learning style, and the problems of unfamiliar content…

Provides references to improve oral reading. Presents a diagnostical and remediable disability and diagnostic techniques for assessing rate and prosody. Describes remedial strategies for the use of reading teachers and clinicians which have been found to be effective in improving oral reading fluency. (MG)

Presents the 38 most common phonograms (rhymes or word families) in rank order based on frequency. Notes that these 38 phonograms with added beginning consonants can make 654 different one-syllable words, and that teaching phonograms can be a definite help in teaching students to decode and thus to read and write better. (SR)

Offers some new evidence about sensitivity to morphemes and the decoding skills of American children in grades three through six. Focuses on knowledge of derivational suffixes, which is examined with sentence completion and sentence acceptability tasks that manipulate the suffixes in real words and nonsense derived forms. Indicates that knowledge…

Discusses what oral reading fluency is and why it is important. Describes rate, recognition, and phrasing, three important aspects of fluent oral reading. Examines some methods for developing fluency including modeling, repeated reading, paired oral reading, the Oral Recitation Lesson, and choral reading. (SR)

Explores the role of vocabulary in reading development and suggests some classroom-tested approaches for nurturing students' vocabulary development and interest. Discusses vocabulary growth, vocabulary and concept development, and active processing of vocabulary. Discusses applications and examples of active-process vocabulary instruction,…

Outlines a vocabulary strategy that transforms students into "word detectives," while immersing them in reading and encouraging them to find out the meaning of unknown words. Describes how "lead detectives" use graphic organizers, briefings on word "suspects," and notes several extensions to this activity. (SR)

Claims the United States must upgrade the literacy skills of its young people if it is to keep pace with changing job demands and global economic competition. Suggests that developing effective school reading programs is at the heart of any comprehensive plan for improving the adult literacy of American citizens. (NH)

This study investigates the effectiveness of multiple fluency interventions on a single subject in grade three. Fluency interventions, including choral reading, echo reading, repeated reading, audio book modeling, and teacher modeling were implemented over a period of eight weeks. Results indicated that using multiple fluency strategies, rather…

Describes a reading program based on community-school cooperation. (RB)