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)

Describes a reading comprehension strategy that students can apply to history and social science texts and presents examples and guidelines for using this strategy in the classroom. The approach, called SQ3R, is designed to facilitate reading comprehension through surveying, questioning, reading, reciting, and reviewing. (KC)

Thirty activity ideas for school and home use that reinforce reading skills. (CM)

Presents a model for teaching proverbs as a way of improving reading comprehension and abstract reasoning powers in students. (Author/FL)

Stresses the importance and benefits of children helping each other learn to read. Includes suggestions and guidelines to reading instructors for structuring peer-directed activities. (HTH)

Discusses points relevant to the improvement of reading in the industrial arts curriculum such as individual differences in learners, reading levels, readability, methods, and activity oriented experiences. (TA)

Many students read below grade level and have problems reading their core textbooks. Presented are five techniques secondary teachers can use to improve their students' reading skills. (MD)

Contends that teaching students to read is the same as teaching historical interpretation. Provides a framework for teaching historical interpretation through a case study of books concerning Thomas Jefferson and his alleged illegitimate children. Identifies motives governing academic writing. Provides an analytical framework for historical…

Presents some additional thoughts on improving reading comprehension through the use of multiple-choice main idea reading exercises. (RB)

Discusses the problems associated with teaching developmental reading in a four-year college with an open enrollment policy and suggests a method to get the students interested. (RB)

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

Twelve practical ways of inundating the nonreader or reluctant reader with words are presented. The author, a reading specialist, believes that learning to read probably involves 90% attitude and 10% skill, and that these vocabulary development ideas will improve both attitude and skill. (KC)

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)

A variety of dynamic television related classroom activities involving reading, writing, and arithmetic skills encourage a broader use of thinking skills. Such activities support instructional goals set for students and promote television literacy. (CJ)