Classroom teachers frequently need techniques for assessing students' reading comprehension; the retelling technique is a useful tool for this purpose. The technique is divided into two parts, the unaided retelling and the aided or directed retelling. During both parts, open-ended, divergent questioning techniques are used. An excerpt from a…

This study investigated developmental trends of certain oral-reading skills for first-, second-, and third-grade children instructed under the Distar Reading Program and the Holt Basic Reading System. The oral-reading skills studied were the overall speed and the accuracy of reading words spelled regularly and irregularly. Ten subjects comprised…

This study investigated the effect of black dialect upon the comprehension of standard reading material by using 50 third-grade students. A sentence repetition test was administered individually to each subject to select pupils for either the standard or the dialect group. Subjects were tested for oral comprehension and silent reading…

Through a descriptive analysis of the oral reading behavior of three groups of readers, this study compared the oral reading behavior of proficient readers with that of readers who use less effective reading strategies. The subjects were five proficient second grade readers, five weak sixth grade readers and five highly proficient sixth grade…

This study investigated the relationships between three testing techniques and performance on four dimensions of oral reading performance. The three testing techniques were careful reading, reading for specific purposes, and reading for general purposes. The four dimensions of oral reading performance on which comparisons were made involved oral…

The purpose of this book is to give classroom teachers some guidelines for making learning to read a more meaningful experience for each child. The art of pacing and challenging a child through inductive teaching is detailed and techniques for guiding the child in self-selection and planning his time are described. Unit teaching in a…

Dialect has been a prominent suspect in recent years as a causal factor in the disparity between achievement of the majority group and of certain minority groups, including Mexican-Americans. The purpose of this study was to discover whether there is a significant relationship between dialect and oral reading achievement in grades 1-3 for…

This study investigated whether the number of oral reading miscues differs for reflective and impulsive children, whether the proportion of miscues that are semantically appropriate, syntactically appropriate, or graphically similar differ for the two groups, and whether the two groups differ in their self-correction behavior as it relates to…

Appendix A includes instructions and/or evaluation forms for the following: reading assistance application, the Personal Adjustment Inventory, the Informal Word Recognition Test; the Informal Reading Inventory, the Oral Reading Summary, ocular motility testing and scoring, parent form, parent evaluation, parent's evaluation of assistance, and the…

The effectiveness of the impress method of reading instruction, in which the student and teacher read aloud simultaneously, was studied. The subjects were 24 fourth and fifth grade students from a New Jersey school, whose reading level was a year or more below grade placement (indicated by scores on a standardized achievement test) and who…

Rather than labeling the poor or slow reader as "deficient, different, or drprived," and more recently, "perceptually or neurologically impaired," the reading teacher should educate himself to recognize, accept, nourish and channel the abilities and needs of his students. Suggested are several learning activities that can aid the teacher and be…

In a study utilizing high school sophomores with reading problems and their tutors it was found that significant changes occurred when students were taught to identify and classify their own reading errors as a regular part of a corrective and remedial reading program. The instructional program began with the students analyzing their results on a…

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)