Discusses how reading aloud to students improves their reading competencies, including language processes, reading and listening skills, and reading motivation. Concludes that reading aloud should be a regular part of a daily classroom schedule. (MM)

Noting a renewed interest in and dedication to the rights and needs of adolescent readers, this digest addresses the development of content area reading, discusses recent reconceptualizations of the field, and offers a new model for classroom practice. It begins with a brief description of the historical context of literacy development in the…

Discusses ERIC documents pertaining to oral reading instruction. (FL)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Intended for administrators and policymakers as well as teachers, this digest explores the nature of students' metacomprehension, or their awareness of their own understanding, and the implications of this awareness for reading instruction. After defining metacomprehension, the digest discusses why this awareness is important to the learning…

Examines some recent ERIC materials on comprehension processes and on how teachers can improve students' awareness of comprehension or metacomprehension. (HOD)

Intended for elementary school teachers of reading and composition, this book assembles several articles on the reading/writing relationship that have appeared in 1982 and 1983 issues of the journal "Language Arts." The three sections of the book define the relationship between composing and comprehending, explore relevant research, and…