This article focuses on the value of developing the skills involved in grouping text into syntactically appropriate units with students having reading problems. It suggests use of phrase-cued texts (in which phrase boundaries are explicitly marked) to move from word-by-word reading to reading in meaningful phrases. (DB)

A contract deliverable on the NIE Communication Skills Project, this report consists of three separate documents describing the instructional implications of the analytic and empirical work carried out for the "Classroom Instruction in Reading Comprehension" part of the project: (1) Guidelines for Phrasal Segmentation; (2) Parsing Tasks…