A program to develop methods to improve reading instruction in the nation's grade schools is discussed. (CK)

Evaluation data is presented to document the effectiveness of the Traub Tutorial Program with learning disabled students. The method uses a diagnostic approach with sequential learning tasks and stresses the development of ability as well as actual achievement in the basic skills of reading, spelling, and handwriting. (CL)

The study reports the reading progress of a learning disabled 14 year old over a four-year period. The reading instruction program, initially a skills approach, was later changed to a modified holistic approach. Differences in outcomes of the two approaches are reported along with implications for reading instruction. (Author)

Books in which illustrations, rather than words, carry the story line are helpful in teaching hearing impaired students to read. Suggestions are made for using this approach with beginning readers, students in grades 3 through 6, and advanced readers. An annotated list of sources is also included. (CL)

Offers reasons why teachers should focus on silent reading during instruction and use oral reading only for specific instructional purposes. (FL)

Offers suggestions for making newspaper activities part of the reading curriculum. (FL)

How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Discusses how knowledge of past reading instruction can enable educators to have a better understanding of contemporary practices and the advantages to the researcher of dual training as historian and reading educator. Offers specific methodological criteria for engaging in or evaluating historical research in reading instruction. (Author/FL)

Presents an instructional strategy designed to teach inferential comprehension to primary grade children through the use of prior knowledge and prereading activities. (FL)

Describes a study that developed a syllable rank order list and attempted to answer such questions as "What is the most common syllable? and "What is the next most common syllable?" (HOD)

Concludes that while aspects of the reviewed test may be criticized, overall it is a fine observational tool that provides information about what a child knows about print. (FL)

Discusses the question, "What is the best method of teaching beginning reading?" (FL)

Describes a workshop to assist classroom teachers in diagnosing and remediating the less severe reading problems of their pupils. (FL)

Points out that reading instruction falls short of teaching readers to read automatically, that is, consciously aware of content but only subconsciously aware of individual words. (HTH)