A DESCRIPTIVE STUDY OF THE ORAL READING OF FIRST-, SECOND-, AND THIRD-GRADE CHILDREN IS REPORTED. THE STUDY TREATS READING AS A PSYCHOLINGUISTIC PROCESS WHICH IS CUED OR MISCUED DURING THE CHILD'S INTERACTION WITH WRITTEN LANGUAGE. THE SUBJECTS WERE 100 CHILDREN ATTENDING THE SAME SCHOOL IN A DETROIT INDUSTRIAL SUBURB. EVERY SECOND CHILD ON AN…

A SMALL SAMPLE PILOT PROJECT WHICH DEMONSTRATED A TREATMENT EFFECTIVENESS AND SUGGESTED FUTURE LINES FOR RESEARCH AND DEVELOPMENT OF PARENT TRAINING PROGRAMS IS DESCRIBED. THE MAJOR HYPOTHESIS TESTED WAS THAT PUPILS WHOSE PARENTS WERE INVOLVED IN A TRAINING PROGRAM WOULD SHOW GREATER REGRESSED GAINS IN READING SKILLS THAN PUPILS WITH PARENTS NOT…

THE BASIC PREMISE OF THIS BOOK IS THAT LEARNING TO READ ORALLY IS OF FUNDAMENTAL IMPORTANCE TO THOSE WHO WOULD FULLY APPRECIATE OR RESPOND TO LITERATURE. BECAUSE READERS MUST INTERPRET LITERATURE ALWAYS FOR THEMSELVES AND OFTEN FOR AN AUDIENCE, THREE ASPECTS OF ORAL INTERPRETATION ARE EXPLORED--(1) THE CHOICE OF MATERIALS, WHICH REQUIRES AN…

Emphasis is placed on the need for and techniques in the development of critical reading at the primary level. The following steps for teaching reading as thinking and as acquiring ideas are presented: (1) developing purposes for reading, (2) developing habits of reasoning, and (3) developing habits of testing predictions. Underlying principles…

Some of the necessary characteristics for a successful cross-grade tutorial reading program are described. The program incorporates characteristics conducive to maximizing the learning appeal such as preplanning with school personnel; attitudinal emphasis; orientation enrichment sessions with tutors; varied multisensory approaches coupled with…

With the contention that increased concern over the status of reading requires that the experimental testing of reading hypotheses be conducted with the most modern methods of behavioral science and be based on a theoretical analysis of the reading process, both psychological and linguistic, this final report from a group of investigators pursues…

Developed and coordinated by the Bureau of Reading Education of the New York State Education Department, Project Alert is a statewide inservice program to facilitate instituting or improving the diagnostic-prescriptive approach to reading instruction. As part of this program, a reading resource kit was prepared by the bureau to give structure and…

This survey attempts to: (1) identify specific reading skills which serve to impede pupil progress in reading, (2) provide teacher input as to which reading skills they feel are most often responsible for poor reading performance, (3) provide a localized sequence of reading skills upon which they feel corrective activities may be based, and (4)…

This study attempted to determine the extent to which phonemic-graphemic correspondence problems adversely affect reading comprehension among black children who are nonstandard speakers of English. An instrument requiring both silent and oral reading was devised by the investigator to test the effects of phonemic-graphemic correspondence problems…

A 3-year study with 359 pupils compared individualized reading instruction with basal reading instruction. Twenty-eight first-grade classrooms were paired (individualized and basal), and teachers received prior instruction for working in the experiment. Pupils remained together in their various classes and treatment groups for the 3-year period,…

This specially developed Informal Reading Inventory for adults is an individually administered test to be used to measure reading performance from level one through level six. The test is designed to indicate the instructional readability level for teaching purposes. The level derived will correspond closely with a comparable level in a graded…

The study assessed the criterion, construct, and concurrent validity of four informal reading comprehension measures (question answering tests, recall measures, oral passage reading tests, and cloze techniques) with 70 mildly and moderately retarded middle and junior high school boys. Results indicated that correct oral reading rate score…

Reading disability subtypes were determined in 50 neurologically impaired students (ages 11-19), with and without reading disabilities. Subtypes found primarily in the reading-disabled sample were anomic-language disorder, dysphonetic and mixed dysphonetic-dyseidetic, oral reading deficit, intermodal association deficit, and sequential relations…

Describes a project in which parents were asked to write comments about the picture books their children were reading at home. Contains samples of parent comments. (DF)

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)