The literature on reading aloud indicates a positive result when children read aloud with others. Reading aloud is found to enhance a student's vocabulary, to familiarize students with language patterns and sentence structure, to help students develop listening skills and increased attention spans, and to build children's curiosity in reading.…

Diverse procedures need to be used to appraise pupil progress in reading achievement, because it takes different approaches to appraise in a comprehensive manner what pupils have learned in reading. There is much to evaluate, including knowledge acquired, skills developed, and attitudes fostered. Approaches which might be used include: (1)…

This book arranges more than 900 children's books, both fiction and nonfiction, by school grade (one through six) and by difficulty level (easy, average, challenging), enabling teachers, librarians, and parents to have an extensive bibliography of interesting and worthwhile books for every child's interests and reading abilities. The book lists…

Presents results from an experiment designed to extend the study of the relationship between the syntactic sophistication of the student and the material being read. (TO)

Article investigated the problem of student teacher relationship and the sex of the teacher as it influenced student performance in the classroom. (RK)

The authors discuss the syntax of the direct discourse format, commonly used in primary level reading material, and its effect on the reading ability of hearing impaired children. (Author)

Lists the advantages that mastery learning has for students and some variables necessary to make mastery learning a reality. (Author/RK)

Discusses a dual track'' approach to language learning providing emphases on reading and on multiple linguistic skills. (DD)

Describes reasons for radically reducing topics usually included in freshman chemistry courses, and stresses historical, philosophical, and sociological aspects in the course presentation. (CC)

Research supported by funds from the University of Pittsburgh Learning Research and Development Center, Ford Foundation, and the U.S. Office of Education. (DS)