Discusses how to help children understand the reading process instead of simply recalling information. Presents two instructional strategies which help children learn metacomprehension. (MM)

Explains how one teacher abandoned her focus on the content of literature, and shifted to teaching her students how to read literature. Lists many of the reading techniques students learned during the year. (SR)

Discusses the different ways theorists and researchers define "reading." (FL)

RATE (Read and Then Evaluate) provides opportunities for learning disabled students to self-select appropriate reading materials, form and communicate opinions about their reading, and gain confidence in themselves as readers. Teachers' observations confirmed the effectiveness of the program, which was expanded to involve students sharing the…

Reflects on the tenure of William S. Gray (1885-1960), as the first president of the International Reading Association. (HOD)

A project in which parents are asked to conduct brief daily reading sessions with their reading problem children and to complete probing and charting tasks has shown encouraging progress. (CL)

Discusses techniques used by reading researchers to derive "operational definitions" of reading phenomena. (FL)

The author describes the Neurological Impress Method (NIM), a remedial reading method in which students and instructors read aloud in unison, and the Presenting Technique, designed as a downward extension of the NIM. (CL)

Among 15 activities described as effective reading enrichment approaches are setting up a classroom museum, performing tasks involving telephone books, and explaining myths and legends. (CL)

A psycholinguistic approach to reading instruction for mildly handicapped adolescents, emphasizing meaning rather than discrete reading skills, may include such assessment techniques as modified miscue analysis and informal reading inventories and such instructional alternatives as guided reading, previewing, and study strategies. (CL)

Six elementary level learning disabled students participated in the study which indicated that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure.…

Reversals can be remediated in a variety of ways that focus on single symbol reversals (e.g., by tracing overlarge letters or numerals) or whole word reversals (e.g., by using flash cards for identified reverse words). (CL)

A teacher reviews 11 guidelines he uses to help special and regular education students learn to read. His list touches on such aspects as use of pre- and posttests, individualized sessions, cursive writing instruction after mastery of specific survival skills, and opportunities for physical activities. (CL)

It is the transformation and fusion of the reader and text into something greater than each alone that makes reading a mysterious, visionary process. (HOD)

The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)