This paper examines learners' fluency development in L2 silent reading rate and comprehension. In both L1 and L2 readings, a positive relationship between readers' silent reading rate and comprehension has not been as firmly established as theories might propose. Based on Wallot et al. (2014), the paper indicates the need to look at readers'…

Discusses the concept of reading flexibility; suggests a two-step instructional procedure (termed ReFlex Action) for teaching children to be flexible in reading rate and purpose. (DD)

Describes four teaching techniques which help poor readers experience decoding automatically. (MKM)

A strategy developed in Bulgaria for instruction in the Russian alphabet is described and discussed, and instructional materials are listed. The technique, based on suggestopedic methods, teaches letters not separately but as parts of words and sentences, and no comparisons are made with the Latin alphabet. (MSE)

A speed reading technique is described for use with reluctant readers. The technique uses timed probes with practically any reading material, to heighten student motivation in addition to increasing fluency. Methods for self-recording progress data and strategies for building fluency are described. (JDD)

Shares some warnings and positive suggestions about preparing students for the Scholastic Aptitude Tests (SATs). Urges teachers to concentrate on improving students' reading and writing skills rather than have students memorize long lists of big words. (RL)

Describes the Neurological Impress Method (NIM) of developing reading fluency, the uses of NIM with readers aged 3 to 30, and methods of adapting NIM to the general classroom situation. (AEA)

Contributors offer teaching ideas, including: using Sherlock Holmes mysteries to teach character and plot development, using materials supplied by the athletic coaches in the reading laboratory, and using individualized reading in the content areas. (AEA)

A strategy is proposed for primary teachers to use with children who have reading difficulties. It includes developing a profile of each slow reader, testing each slow reader to determine reading level and specific weaknesses, and using certain practical methods to help solve the problem. (two references) (LB)

Discusses the method of repeated readings as an approach to improve the comprehension and decoding skills of disabled secondary and postsecondary school readers. (HOD)

This study of 36 backward readers (mean age=111 months) from the Netherlands determined that repeated reading-while-listening of the same text did not lead to better results (except in reading speed) than reading different texts, and asking readers to detect mismatches between written and spoken texts did not improve performance. (Author/JDD)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Describes a classroom activity designed to teach students how to skim and to read critically that is applicable to all content subjects. (MKM)

The paper describes procedures for reducing reading errors and building oral reading fluency by having students read along with audiotapes of passages recorded at rates somewhat faster than the learner's current performance level. Steps involved in this challenging reading method include assessment, daily timings, error correction, and rate…

This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing fluent reading. The methods described of teaching reading to students…