This paper discusses the importance of scaffolding and other techniques in teaching reading. It details numerous ways to employ scaffolding, such as the following: a teacher may read aloud new passages while students follow along; a teacher may print new words on the chalkboard before students read a passage which uses the words; and teachers may…

This textbook is the fourth reader in a series of school readers to help children acquire the art and the habit of reading well enough to give pleasure not only to themselves, but also to those who listen to them. The selections have been chosen and arranged with strict reference to the capabilities and tastes of the pupils who are to read them,…

Presents a technique for staging puppet shows which includes oral reading. (RB)

Suggests that literature persuades by ethical proof; that orally presented literature involves up to six forms of ethos; that these forms may act to produce a considerable amount of dissonance; and that this dissonance should produce significant attitude change. (TO)

Modifies some widely held beliefs based on previous research on miscue analysis. (RB)

Discusses the oral reading skills that are directly involved in communicating meaning and feeling. (Author)

Results of this investigation indicate that there are only slight differences in subjects' listening rate preferences between oral reading and impromptu speaking tasks. (Authors)

Describes various methods that the teacher can employ to help the child who stutters. (DR)

Two competing theories of social facilitation, one stressing audience presence and the other stressing the threat of evaluation, were tested to determine their efficacy in predicting oral reading performance of 24 academically handicapped children (9- to 12-year-olds). (Author)

Suggests that the Tarot deck can serve as a mechanism for generating many coherent stories and that the basic elements of narrative are inherent in and arise from the structure of a Tarot reading. (HOD)

Presents study exploring oral reading errors of normally developing readers to determine any developmental differences in learning phoneme-grapheme units; to discover if the grapheme representations of some phonemes are more difficult to read than others; and to replicate results reported by Fowler, et. al. Findings show most oral reading errors…

Concludes that methodological problems must be overcome and certain critical assumptions validated before the results from oral reading error analysis can be used confidently. (AEA)

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)