The educational project described reveals that trainable mentally handicapped children, ranging in age from 11 to 14 years, can learn to recognize words and then teach the words to other children in their class. (CB)

A Portion of this paper was presented at the 75th Annual Convention, APA, 1967.

Describes a teaching unit on portmanteau words, such as "smog" and "petrodollars," which are created by truncating two words. (SJL)

Suggests methods of direct instruction, such as a commercial kit, for developing student ability to use context clues in reading. (RL)

The business teacher, as a teacher of reading skills, must first identify reading skills essential for success in a particular course; second, diagnose deficiencies in these skills by informal observation or surveys; and third, develop strategies to teach specific reading skills such as word attack, vocabulary, and reading comprehension. (CT)

Shows two major handicaps in the anti-phonics movement which suggest that the future of the movement is doubtful: (1) the demonstrable weakness in both the theory and method of anti-phonics; (2) the increasing confidence that publishes and editors of widely used basal readers are placing in phonics. (BF/JH)

Two studies compared the effectiveness of two procedures (multiple examples across trials and within trials) in teaching 10 students (ages 10-20) with moderate disabilities functional word discriminations. The first procedure was superior in acquisition; the latter procedure, however, was better under generalization for most participants.…

The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…

Study uses predictable books to compare three reading treatments reflecting different components of a whole-to-part instructional model. In three first-grade classrooms, beginning readers working with isolated words in a modified word bank activity learned more words than when they worked with sentence strips. Discusses implications for the use of…

The relationship between reading ability (word recognition) and developmental spelling stages was studied with 11 children (9 boys, 2 girls) with reading disabilities in grades 3, 4, and 5. Word recognition ability was determined by administering the Classroom Reading Inventory. Graded word lists were then used as a measure of word recognition and…

Intended to help students improve their vocabulary and spelling skills, this booklet offers activities on synonyms, antonyms, homonyms (including homophones and homographs), and acronyms. It is suggested that the teacher present these types of words as members of the "Nym Family." Ideas for posters and books to be used as instructional…

The purpose of this study was to examine the effects of two methods of teaching reading upon reversal errors. A sample of 210 pupils in grades one through four were selected for this study. One half of the group had learned to read through an analytic method while the other half had learned through a synthetic method. Since the synthetic group had…

The purpose of this study was to design and test a remedial reading instructional strategy for word recognition skills utilizing specific intersensory transfer components. The subjects were 56 high school sophomores and juniors enrolled in special education classes. Eight subjects were randomly selected from each of seven special education…

A method of teaching functional reading to three trainable mentally handicapped children (mean age 7.2 years) was developed by L. Brown. (PHR)