This study was designed to investigate the construction of a new measure for assessing reading performance which would prove to be a more sensitive and useful instrument for measuring the achievement growth induced by reading programs than the usual standardized tests. This report outlines the procedures followed in generating the model and…

This book is intended to help teachers of reading examine the actions that they need to perform during each day's reading lesson. These actions, referred to as teaching tasks, are a series of specific subskills that every teacher should possess and use to better enable children to learn how to read. The reading tasks include: "Building Your Own…

This book concerning the teaching of reading comprehension (considered synonymous with reading interpretation) may be used in preservice reading methods courses at the elementary and secondary levels, as well as in inservice workshops which focus specifically on reading comprehension. The first part contains a detailed explanation of the skills…

A one-semester introductory course on literary interpretation at Albion College is described. The course covers fiction, drama, and poetry, and trains students in basic skills and verbal tools necessary for literary analysis. Readings, papers and instructional materials are discussed. The course is taught in German. (CHK)

Finds that only 70% of sociology textbook paragraphs contain material important for understanding major textbook concepts, that substantive material is not evenly distributed among chapters in the same book, and suggests students be made aware of this as a reinforcement for the importance of selective reading. (MS)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

A course at George Washington University School of Medicine was evaluated to determine the course's effectiveness, changes in the students' perception of their competence in reading medical literature, the student's knowledge of research study design and statistics, and the effect of the course on the students' journal reading. (Author/MLW)

Criticizes English departments for ignoring the need for research and adequate instructional programs in the areas of competency referred to by the term "literacy": reading, writing, comprehending, and communicating. Suggests ways of bridging the gap between literature and composition. (EL)

Studies the effects of sentence contexts on word-nonword decision latencies among deaf and hearing college students. (HOD)

Surveys some of the research concerning underlining and notetaking and draws from it some suggestions for using the two study techniques in the classroom. (FL)

Freshmen may be arriving in college with reading deficiencies because they were started out in the first grade with a textbook based on the wrong principles. To teach reading effectively, says this psychologist, we must enlist children's interest by giving them something interesting to read. (Editor/LBH)

This article presents brief summaries of the 114 dissertations completed by Ed.D and Ph.D. candidates at Indiana University in the English Language Arts between 1941 and 1970. (MM)

Presents a practical method of conducting conferences with developmental students in large college reading/study skills programs. Suggests that the method could also be used to monitor and document students' attitudinal changes and perceived progress throughout a term. (FL)

Discusses the underlying theory and pedagogical rationale of sentence combining and of accessibility, the relative ease with which a text can be read. (HTH)