The answers to the tests and exercises presented in the manual in "Module B: Classifying Word Identification Errors," are presented in this second part of the two-volume set. (JD)

This book provides lessons, games, teaching strategies, and activities that can be used to supplement a regular, primary-level reading program. Sections, color-coded according for first, second, and third grade, are devoted to the following topics: general tips for teaching reading, motivating interest in reading, experience stories, using films…

Explains the difference between a reading aloud to children program designed to motivate children to read, and a developmental listening program which provides a focus for listening in a whole language environment and requires response and evaluation. (SD)

Children in first, second, and third grades were subjects in a study that investigated how well they drew inferences after reading their own dictated stories, peer-dictated stories, and adult-written stories. Results showed they inferred better if they dictated the story themselves or if they were accurate decoders. (HOD)

Argues that English teachers should expose students to the craft of play production. Suggests building a drama unit from the production approach and presents an example of such a unit. (FL)

Presents seven teaching strategies for use in "whole class" settings that can help the content area teacher deal with the reading needs of mildly handicapped students. (HOD)

Suggests that self-reported story climax imagery is related to deeper levels of processing on reading comprehension measures that do not rely disproportionately on verbal reasoning processes. (AEA)

This examination of the reading processes of 36 fifth graders focused on the reader's attempts to gain meaning from three content passages using syntactic and semantic cue systems. The reading strategies of high, average, and low ability readers appeared not to vary with content. Prior knowledge and interest influenced comprehension. (Author/BS)

Points out that ESL research argues that instructors must introduce discourse analysis, separate oral skills from reading skills, and instruct students in the various subskills needed to read different types of academic materials. Suggests that the eclectic approach to instruction most nearly fulfills these three obligations. (FL)

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…

This paper discusses whether there is a place for reading aloud (RA) in the modern foreign language classroom, and if so, when and how it should be used. It concentrates on English-as-a-Second-Language (ESL) learners of elementary level and upward who have mastered the skill of assigning sounds to letter-combinations in English. The article…

Describes a stimulating one-day reading program in which 209 students divided into four groups according to their interests in a particular literary genre and spent an entire day reading a paperback in that category to each other. (RW)

Analyzes the oral reading performance of four Navajo children and notes that they believed the purpose of reading was to produce acceptable English grammar. (MKM)