Summarizes findings about repeated reading since the 1970s and details the most recent findings. Argues that, because of strong evidence of the effectiveness of repeated reading, the many facets of this procedure should be integrated into the fabric of daily literacy instruction. Offers specific suggestions for applications including applications…

Reports results of students' perceptions of Reciprocal Teaching to monitor and check their reading comprehension; a procedure which has been used with junior high school students and has been extended to underprepared college freshmen. (MG)

Discusses the attributes of daily comic strips that make them an ideal media for use in reading and English courses. Presents information and readability analyses of various comic strips readily available to students and teachers. Argues that comic strips can be used effectively to build reading skills and processes. (HB)

Describes a Reading Consortium (involving California State University, Fullerton and five local school districts) that funds a number of different kinds of school-university activities to improve reading instruction and to provide field experience for preservice reading teachers. Describes a needs assessment, selection of Reading Fellows, a…

Explores the nature and evolution of professional learning conversations that emerge when teachers in master's classes are involved in rubric-focused coaching with peers. Finds that teachers' self-developed strategy rubrics on strategy lessons initiated focus learning conversations about instruction, increased their trust of professional…

Compares the effects of explicit instruction of the Preread-Read-Organize-Review (PROR) textbook reading strategy in a course-based context (where students apply reading strategies to their own college textbooks) versus a content-based context (where students apply reading strategies only to texts provided in the reading class). Draws no…

Presents a discussion by dedicated teachers (who were taking a university course for reading assessment and diagnosis) about students' problems with vocabulary words that impede successful reading comprehension. Discusses how the interactive process of developing the strategies pushed the teachers' imaginations and created a challenge for the…

A study compared the effectiveness of collaborative teaching and the more traditional skills based approach to remedial reading instruction. The Descriptive Test of Language Skills (DTLS) was used as a placement/exit test and a pre/posttest instrument. Two instructors taught a total of 50 subjects (who were good decoders but poor comprehenders) in…

Designed to reinforce initial training and to provide a collection of useful ideas for students who serve as peer tutors, this guidebook provides tips for tutors to improve the reading abilities. Following an introduction which asserts the benefits of peer tutoring programs, the guidebook is divided into two major sections: "Tutoring…

Concerned with how effectively nontraditional students (defined as older than average students with goals, motivations, and learning needs that differ from traditional-age students) function in an off-campus setting, a series of studies examined traditional and nontraditional students' performance in on-campus and off-campus reading programs. Two…

A study tested the validity of arguments leveled against reader-response methods of reading instruction, which--if these criticisms are correct--would produce lower comprehension scores on objective tests and less accurate recall from students. Subjects, 84 college freshmen in four developmental reading classes, were taught using one of four…

The Grid Systems is a phonetic learning device designed by McGinley (1982) to develop adult vocabulary. The name is derived from the fact that the student workbook is set up on a grid, with the top of the page showing the vowel sounds and the left side the consonant sounds. Words are formed on the grid where these sounds combine (some of the…

Given the general agreement that learning of texts is facilitated by learners using relevant concepts or schemata to subsume contents, a study was conducted to see if giving learners an advance organizer and requiring anticipation activity would help in the formation of new schemata and, therefore, result in the enhancement of learning. Subjects…

Thirty-six students participated in a study of a program designed to help first-year medical students construct an ideational scaffolding as they attempted to understand their texts. They were divided into two groups: an experimental group that was given an instructional program on how to develop a hierarchical structure while reading, and a…

This handbook describes a college level self-pacing mastery learning corrective and developmental reading program in the areas of study skills, vocabulary, comprehension, reading in the content areas, critical reading, and rate flexibility. Each learning module contains a program of learning experiences, performance competencies, a topic, a…