Points out that the imitative, repeated, and impress methods of teaching reading each have certain strengths and weaknesses of which teachers should be aware. (Author/FL)

The Pause, Prompt, and Praise method of tutor training has been used successfully to train older children and parents to provide remedial reading instruction. Tips for putting together a cross-age tutoring program are given. (MT)

Describes a cross-age tutoring program in which older students in remedial reading classes teach reading skills to younger students using a "test, train, tutor, and translate" paradigm. (FL)

This Project Information Package (PIP) has been designed to provide teachers with the information needed to teach in the Discovery through Reading Project, originally developed by the Clarkston School District in Michigan. The Project uses a modified tutorial approach for second- and third-grade students who encounter reading difficulties in their…

Advocates a psycholinguistic view of the reading process and a language experience approach to reading instruction. Offers suggestions to improve students' reading performance. (FL)

Presents a step-by-step method for teaching difficult function words to slower readers. (FL)

This evaluation of the Education Consolidation and Improvement Act (ECIA) Chapter 1 programs in the 16 participating schools and camps of the California Youth Authority presents findings for the year 1983-84. The students enrolled in the program were severely academically disadvantaged teenagers (reading and mathematics abilities five or more…

This handbook describes the procedures for implementing the Comprehensive Reading Program of the Chicago Public Schools, a reading program for all students in kindergarten through grade 8 which is consistent with the goals established by the Illinois State Board of Education. Intended as a guide for staff and as an aid in staff development…

Among 26 techniques presented to assist elementary school students in four major areas of reading comprehension (literal, inferential, critical, and creative) are: visualization of a story's mood and setting; research and discussion about a story's author; and reflection on the significance of a historical story. (CB)

Often approaching reading with feelings of stress, anxiety, and fear, disabled readers need affective as well as cognitive training in remedial reading programs. Their intellectual objectivity, self-understanding, and rapport with teachers and classmates could be increased, and their anxiety reduced, if remedial reading specialists would…

Discusses the problems involved in teaching reading skills to remedial readers, then offers a model for skill instruction. Provides a lesson plan that uses the model for phonics instruction. (FL)

Notes that computer based reading programs are proving to be powerful and flexible tools in reading to reading disabled and intellectually handicapped students. Reviews current research showing promise of wider classroom use of computers. (FL)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

The 15 adapted fairy tales presented in this book were prepared for use in practicing oral reading by a parent and a child, a teacher and a child, or two children, one of whom reads slightly better than the other. The stories in the book are arranged in dialogue format for two readers. The high interest/low readability stories in the book are…

Written for prospective and practicing teachers, this book is built on two major premises: firstly, that there are two broad categories of learners--inductive or traditional learners and noninductive or nontraditional learners; and secondly, that in order to prevent or remediate failure, all reading curricula must be modified to meet the needs of…