Offers four methods for improving the reading fluency of poor readers: three-minute repeated timings, repeated readings, taped reading, and model reading. Suggests that these methods allow the poor reader to attend to meaning. (FL)

Concludes that oral reading should be encouraged as a possible means of improving the comprehension of disabled secondary school students. (FL)

Describes the S4R reading/study system, discusses each of its components (survey, read, recite, review), explains how it is used by the teacher in the classroom, and reports initial research findings concerning its use. (FL)

Describes how one form of illustration, the spatially organized map, can improve reading comprehension. (HOD)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Advocates using the newspaper to improve reading and writing skills of remedial secondary students. Discusses using the newspaper with regard to disabled readers, enhancement of comprehension, critical thinking skills, increased vocabulary, creative writing opportunities, increased general knowledge, and extension activities. (SR)

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…

Investigates the effectiveness of the story impression method--a prewriting activity that develops a schema for ideas found in the story. Suggests that students enjoy using the story clues to write a prestory. Finds that story impressions are a powerful tool for helping all readers (including remedial readers) improve their comprehension. Appends…

Explores the benefits of using Readers Theatre in the content areas. Discusses how to select and adapt text for Readers Theatre scripts and provides suggestions for rehearsal and performing of the scripts. (MG)

Measures the effects of infusing writing components into a university reading laboratory. Reports that reading improvement was significant with writing infusions but that results are inconclusive due to lack of true experimental design. (AEW)

Investigates whether or not SRQ2R (Survey, Read, Question, Recite, Review) usage is facilitated by pretraining in text structures or main ideas. Finds that SRQ2R was effective in improving fourth- through ninth-grade students' higher-level thinking skills and their comprehension of expository material. (RS)

CD-ROM storybooks can support the development of the five essential elements of reading instruction identified by The National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Specific features inherent in these texts, audio pronunciation of text, embedded vocabulary definitions and animated graphics can be used…

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)

Describes a system used for introducing expository text structure to upper elementary and middle school students through the use of narrative picture books. Includes graphic organizers for expository text patterns, forms for expository discourse, and lists of narrative picture books and of nonfiction magazine articles according to their expository…

Identifies three problem areas in teaching students with limited English proficiency to read: (1) the readers' input (what they bring to the reading process), (2) the author's input, and (3) the reading process itself. Recommends that teachers acquaint themselves with students' prior knowledge and language competence level and strive for a balance…