A college English professor turned children's poet discusses his approach to teaching poetry to children, which begins by recognizing the child as a person with an intellect. (AEA)

Criticizes use of round-robin oral reading and suggests ways in which oral reading can be effective. Some uses of oral reading in the social studies classroom are during class discussion and after silent reading for comprehension, with captioned filmstrips, for vocabulary development activities, and for expressive, audience-oriented reading. (KC)

Suggests that the effects of teachers giving feedback to students during oral reading can be quite significant and that such feedback should be carefully analyzed for perceived meaning and purpose as well as for results. (TJ)

Examines four recent criticisms of the ideas of Kenneth Goodman on reading and on the use of oral reading for diagnostic purposes. (TJ)

Reviews new phonograph recordings that feature readings of children's books. (GT)

Emphasizes the advantages of offering a variety of oral interpretations to students. (DD)

Describes a literature unit in which students write stories about imaginary characters after they have heard and discussed several narratives. (DD)

Examines how 10 kindergarten through fourth-grade teachers shared poems and stories with their students. Notes that readings of poems were characterized by expressive reading style, multiple readings in one sitting, and children's active participation. Concludes poetry has the potential to draw children's attention to the resources of literate…

Describes "Pass the Read," an instructional strategy for oral reading which encourages high levels of student participation, decision making, and active listening. (MM)

This study applied the instructional hierarchy to examining the effects of 3 instructional interventions (listening passage preview, subject passage preview, and taped words) on oral reading performance of 4 students (ages 8-11) with learning disabilities. Results indicated that the listening passage preview intervention (which contained modeling,…

Presents graphs inadvertently left out of an article published in the previous issue of this journal. (MG)

Tests second- to sixth-grade children with normal reading efficiency under three conditions of simultaneous amplified auditory feedback on reading aloud nouns and nonwords. Finds that right ear feedback improved reading accuracy in the first three grades. Finds no effect in fifth grade whereas in sixth grade, left ear feedback improved only the…

Assesses the role of the onset-rime structure in visual word recognition. Finds experiments 1 through 3 showed no evidence for the importance of onset-rime in children (2nd through 6th graders) or adults; experiment 4 with adults found onset-rime structure is important in oral reading. Suggests the onset-rime structure may be an important unit in…

This study investigated the effects of changes in luminance on the oral reading speeds of 13 participants with age-related macular degeneration (AMD) and a control group of six age-matched persons with typical vision. For the AMD participants, self-reports of light preferences were also recorded. In the AMD group, reading rates depended on light…

This study examined the effects of providing reading strategy instruction to improve the effectiveness of self-explanation (i.e., explaining the meaning of information to oneself while reading). The effects of the reading strategy instruction, called Self-Explanation Reading Training (SERT), were examined both in terms of comprehension scores and…