Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Describes how fourth- and fifth-grade students perform Shakespeare and improve their reading skills at the same time. (DD)

Presents a technique for use with large groups of children to provide them with practice in fluent reading. (FL)

Suggests using an ultraviolet or "black" light as a tool for storytelling and reading aloud, and describes four black light activities which bring an extra measure of excitement to books. (JM)

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

Presents a summary of practical experiences with oral reading in a format that gives insights into why listening to children read empathetically is important. Offers guidelines on how to organize and use such a process. (FL)

Describes how the combination of composition activities and oral reading encouraged a group of slow learners to read. (KS)

Offers an alternative to round-robin oral reading that uses paired, choral, imitative, and mumble reading. (FL)

Points out how student understanding of as well as student confusion about reading and word recognition are both functions of teacher behavior. (FL)

Intended for reading teachers, this pamphlet contains the presentations of the 14th annual reading conference at Indiana State University, beginning with opening remarks by David C. Waterman and welcoming comments by J. Stephen Hazlett. In the opening address, "What Good is Comprehension without Composition?" by Sharon and David Moore, the role of…

Describes a 12-week peer tutoring reading program for primary students. Students showed significant reading gains when compared with a control group, but lost these gains when they returned to individual silent reading. Concludes that peer tutoring is an under-utilized but valuable teaching strategy. (Author/LS)

Reading instruction, centered around the oral reading of literature, allows children to enjoy stories and forget that they are engaged in an academic exercise.

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

The author explains how she changes folk tales into simple two-actor plays geared to the oral reading ability of her remedial reading students. Two of her plays are included in this article: "A Halloween Tale" and "The Three Wishes." (SJL)