Covers two major aspects of reading instruction for mildly mentally handicapped children in the regular classroom: a review of their reading characteristics and a presentation of questioning techniques useful for promoting their reading comprehension. (FL)

Offers an alternative to current beliefs about holistic learning and teaching. Describes task hierarchies that are closely based on children's information processing skills and that proceed in a systematic fashion from lower to higher levels. (AEW)

Typing special material of interest to high school students but on a third or fourth grade reading level is a way of instructing reading comprehension to slow learners at Bayside (New York) High School. A STAR (Students' Typing and Reading) lesson is described. (MF)

This 3-year longitudinal study used hypermedia computer-assisted instruction (CAI) to provide individualized reading instruction for approximately 300 students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. The low ability subjects achieved significantly…

This article examines characteristics of low-performing readers, especially their poor word recognition skills; compares approaches to teaching word recognition to slow-learning children; identifies characteristics of successful methods of teaching word recognition; and concludes that phonics-based, thoroughly systematic, direct instruction is…

Reports how a teacher developed practical methods for raising the reading scores of low ability, learning disabled students. (RL)

Indicates that teachers should review their attitudes and skills when supporting parents and their learning-delayed children. Discusses how, although parents express concern about their children's reading progress, they are repeatedly told that the child will grow out of it. (AEW)