Concludes that a higher incidence of oral reading errors is associated with close proximity to unknown words. (RB)

The purpose of creative activities in the classroom and the part creativity should have in the reading program are discussed. Both the gifted and not-so-gifted child can be motivated, challenged, and provided with enriching experiences through creative activities planned and encouraged by a resourceful teacher. Suggestions given include the…

This paper provides information concerning a technique for indexing internal processing during reading. The paper details three criteria necessary for a viable index, discusses techniques currently used for indexing reading behavior, and describes a technique known as "disruptive effect"--the degree to which the probability of occurrence…

Concludes that self-correction is a positive indicator that the reader is comprehending. (RB)

Describes a means of diagnozing the reading miscues of elementary level readers. (RB)

Reports on a study of 23 teachers who received training in miscue analysis to discover whether or not positive evaluations of students' reading abilities might increase as a result of miscue analysis training. Evidence indicates that such training does help teachers to be sensitive to students' strengths as well as to their weaknesses. (TJ)

As children progress, they want their responses to make sense and they learn to use strategies based on meaning and language. (JM)

Suggests using an ultraviolet or "black" light as a tool for storytelling and reading aloud, and describes four black light activities which bring an extra measure of excitement to books. (JM)

All three problem-solving approaches (cognitive monitoring, creative problem solving, and a combination) aided the oral comprehension of 100 reading disabled third graders. The combination approach produced consistently higher mean scores on the group administered Boehm Test of Basic Competencies than either program separately. (CL)

Pupils who are far along in their speaking vocabularies tend to do well in reading. This paper includes numerous speaking activities that bolster pupils' oral communication: the including use of puppets, role playing, committee endeavors, oral reports, oral reading, extemporaneous speaking, and giving directions. Additional experiences for pupils…

Describes and discusses two types of oral reading responses that can be identified by a speaker of English, pseudo reading and meaningful oral reading. Also speculates on an explanation of how these responses might be generated. (TO)

Stressing the communicative aspects of oral reading, the author suggests ways to make oral interpretation more than a gauge of word perception. (MM)