Examines research evidence that suggests an association between impulsivity and poor reading performance; outlines methods that have been helpful in training children to respond less impulsively, to take more time, and to make fewer mistakes so that ultimately they may become better readers. (Author/GT)

Suggests that the majority of poor readers are poor at discriminating similar letters/words and at letter recognition. Argues that general sensory perceptive training does not improve subsequent reading development but that specific letter/word training in discrimination and recognition has a favorable effect. (RS)

Provides a humorous look at remedial reading strategies by proposing a method of upside-down reading for remedial reading teachers to use with poor readers. (MG)

Reports findings of a study that investigated the relationship between boys' reading ability and their use of specialized linguistic features in oral story telling. Contains transcripts of stories told by some subjects in the study. (FL)

Examines the use of reading diaries, in which parents of poor readers recorded their child's reading activities at home. Indicates that children made a mean gain in Reading Age Score of 6.3 months after five weeks of using the reading diary approach. Reports positive change in reading attitudes for both parents and children. (MG)