The use of context clues is basic to the reading act. This paper emphasizes the importance of teaching students to recognize context clues and outlines reasons for teachers' frequent failure to do so. It then suggests ways of helping students become aware of ways context clues can be of value to them as readers and of teaching them to identify…

The intent of this curriculum is to prepare kindergarten through sixth grade students to become skillful readers by exposing them to increasingly complex activities with print and, at the same time, to develop appreciation for and enjoyment of reading. The curriculum is sequenced to ensure a student's wide exposure to essential reading skills. The…

A CURRICULUM GUIDE PRODUCED AT AN INSERVICE TRAINING COURSE ON "PROBLEMS IN TEACHING READING" BY TEACHERS FROM CARROLL COUNTY SCHOOLS, GEORGIA, IN THE SPRING OF 1966 IS PRESENTED. IT OFFERS GENERAL MOTIVATIONAL READING ACTIVITIES WHICH PROMOTE GROWTH IN CERTAIN PROBLEM AREAS IN READING. RECOGNIZING THAT THERE CAN BE NO EFFECTIVE LEARNING…

These 57 game cards were developed to help teachers build their resource files for word-attack skills. Cards are keyed to skills suggested by the Wisconsin Design for Reading Skill Development and are color-coded according to their appropriateness for children in kindergarten through grade three. The front of each card gives the name of the skill,…

Three scanning/encoding training conditions were compared with a control condition in transfer tasks involving learning and recognizing six minimally contrasting, single-syllable word-like forms. The scanning/encoding treatments failed to differ from the controls in prereading kindergarteners, which was attributed to the difficulty of the transfer…

The purpose of this study was to investigate the effectiveness of specific training procedures developed to enhance the use of context as an aid to word recognition and comprehension. A series of sixteen audio-tapes and accompanying printed materials were designed and field tested in this study. Forty-eight nine- and ten-year-old subjects were…

The purpose of this study was to determine differences in word recognition strategies used by good and poor readers. Twenty good readers and twenty poor readers were randomly selected from a fourth grade class and randomly assigned to levels of a five by five repeated-measures Latin Square design. All of the subjects were given two tasks to…

The Wisconsin Prototypic System of Reading Skill Development is described. The sequential arrangement of behavioral objectives in the word attack component is discussed. Basic linguistic concepts underlying the specification of these behavioral objectives are also considered. (Author)

This paper presents procedures and techniques for teaching comprehension skills to middle school students. Comprehension is described in terms of four skill areas: word meaning, structure, literal and inferential thinking, and critical reading. To help students think as they read, a strategy is proposed which involves a logical sequencing of all…

The major objective of this study was to determine whether understanding prepositions and the relationships they signal is related to reading comprehension. A sample of 127 fourth grade students was selected from three socioeconomic levels of the Columbus, (Ohio) Public Schools using a stratified random sampling technique. The subjects were…

The purpose of this study was to determine the relationship between word recognition and comprehension achieved by second and fifth grade students when reading material at various levels of readability. A random sample of twenty-five second and twenty-five fifth graders, taken from three middle class schools, was administered a…

The purposes of this study were to determine the difference between selected groups of fourth grade pupils instructed by proficient teachers of phonics and those instructed by non-proficient teachers, and to determine the difference in pupils' achievement when students are divided into groups based on the number of years of teaching experience and…

This study examined the nature of reading comprehension to determine if the process is best described as a unitary ability or in terms of multiple skills that can be identified and measured. Test items were constructed to measure each of the comprehension skills selected for investigation: (1) remembering word meanings, (2) inferring word meanings…

The assumption that the learning of letter names in their proper sequence is a prerequisite for literacy can be questioned. There is disagreement over the value of early letter-name training. It is variously said to aid in letter or word discrimination, to aid in attaching sounds to letters, and to interfere with both of these tasks. An analysis…