"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Discusses how patterned reading materials may be used in initial reading to help students use their semantic and syntactic knowledge to predict meaning. (DD)

Students can be taught to read Chinese more efficiently and accurately by using the specific capabilities of the right and left hemispheres of the brain. The right hemisphere is the site of image and pattern recognition, and students can be taught to use those capacities to process individual characters efficiently by watching for the element of…

Describes a study designed to determine the differential effects of text with and without logical linguistics connectives (e.g., because, since, as a result) on developmental college readers' comprehension. Results strongly suggest that text with explicit connectives facilitates readers' ability to make inferences. Discusses implications for…

Presents five principles for restructuring classroom activities to obtain a maximum amount of oral language. Claims that by expanding children's oral language, their semantic and syntactic cuing systems to print will also be strengthened. (FL)

Proposes that rather than "water down" children's reading materials, educators should help students deal with the complexities of connected discourse so that they can learn to appreciate the richness of the language. Offers a number of teaching ideas for achieving this goal. (FL)

Outlines reading activities that can be correlated with children's literature; focuses on the development of vocabulary, syntactic, and graphophonic skills. (MAI)

Discusses a whole-language approach to teaching guided reading to deaf students. Each morning, a written letter, using vocabulary and syntax in accordance with students' reading ability, previews the day's events. With teacher guidance, students explore their reading skills in groups to encourage application of reading strategies in a natural…

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)

Methods for teaching students to recognize and manipulate structures of cohesion in reading materials are discussed. Teaching students to connect text involves a strategy that combines reading and writing in student- and teacher-directed activities. An example illustrates how the strategy can be applied with specific course content, a ninth-grade…

A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…

Literacy instruction materials developed by literacy workers are presented. Most of the materials are intended for a variety of student proficiency levels; one is intended for teachers. The first four sets, all illustrated with photographs, include a story about playing the lottery, the description of a shopping trip for jeans and shoes, a…

Examination of the nature and role of expectations in reading suggests that both a reading skills and a language skills component are necessary in a program of reading instruction for adult beginning students of English as a second language (ESL). ESL students have found reading exercises specifically designed to teach syntax, vocabulary, and…