Concludes that grade level scores on the Brigance Diagnostic Inventory of Basic Skills are consistent with those of the Wide Range Achievement Test. (FL)

Concludes that oral reading should be given additional emphasis in the elementary grades. (FL)

Five contributors suggest ways to (1) develop oral reading skills; (2) adapt the language experience approach for use with the mildly handicapped, slow learner; (3) conduct a "ditto-less day" in the classroom; (4) use microcomputers for reading comprehension; and (5) use LEA with basal readers. (FL)

Recommends reading aloud to students or having them read aloud themselves as a way of stimulating their interest in what they are reading about and in reading itself. (JL)

States that development of oral reading skills, with the relevant methods and goals, has been largely disregarded by present-day thinking on language instruction. Argues that these skills are an important aspect of communicative competence and suggests activities designed for various levels of language proficiency. (MES)

RIBET (Reading Is Bringing Everyone Together) is a K-6 personal reading program developed to stimulate recreational reading. (MB)

To investigate the recommendation that children practice reading aloud at home, conversations of 3rd graders reading to their mothers were audiotaped, transcribed, and coded. Conversations between below-average readers and their mothers were marked by the frequent use of error corrections. College-educated mothers asked significantly more…

The article describes what electronic books are, notes how easy they are to use, and explains why teachers might consider using electronic books to motivate their students in reading, writing, listening, and speaking. (SM)

This study examined the criterion-related validity of oral reading fluency (ORF), number of words read correctly per minute, with 64 regular, remedial, and special education elementary-level students. Comparison with two miscue-based assessment measures did not support modification of traditional ORF but did suggest practical value of selected…

Contrasts ways phonics is frequently taught with examples of ways phonics would be taught according to research. Responses to major criticisms of a phonics approach are presented. Research indicates the best reading instruction involves systematically teaching children the most common sound for a select group of letters and letter combinations.…

Examines the effects of exposures to children's literature through reading aloud and an inferencing strategy on low-reading-ability fifth-grade readers' sense of story structure and reading comprehension. Uses an experimental/control group repeated measures design. Finds that this study is consistent with other research that indicates the…

This study compared performance of 181 students with learning disabilities (LD) and 184 students without LD on tests under four conditions (standard, extended time, large print, students reading aloud). Students with LD profited differentially from reading aloud but not from extended time or large print. The assessment based on data predicted…

This study investigated the validity of 3 curriculum-based measures for predicting the performance of 184 secondary students (including 13 with mild disabilities) on content-area tasks. Reliable correlations were found between oral reading, maze, and vocabulary measures; and students' performance on comprehension, acquisition, and retention of…

Curriculum-based measurement (CBM) oral reading fluency and written expression scores for 465 students (grades 6-7) were compared with their year-end English and social studies marks received in grades 8,9, and 10. Correlation and regression analyses provided evidence of the predictive validity of CBM scores as indicators of academic performance.…