Describes an instructional program developed for children with severe disabilities. Discusses how the combined use of technology and child-centered instruction resulted in the active participation of these severely disabled students in reading and writing activities. (SR)

Suggests that appropriate, differentiated reading programs are essential for the academic growth of gifted readers. Describes a program that challenges gifted and highly able readers through the use of curriculum compacting, content modifications, and process modifications. (RS)

Discusses the language experience approach to remedial reading as a method to move the high school student with poor reading skills away from instructional techniques with which the student has experienced difficulty and into a no-fail reading situation. (HTH)

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Various aspects of beginning reading programs in six countries are discussed in the five articles in this booklet. In the first article, the principles and methods of instruction used in Sweden are described and trends in beginning reading instruction are noted. The importance of a verbal environment, teacher competence, and early diagnosis in…

Describes a cross-age literacy program involving first- and fourth-grade students. Discusses tutorial activities, subject-matter acquisition activities, reading and creative dramatics activities, and writing and book making activities. Notes that the motivation, enthusiasm, and practice the program provided was more than expected. (RS)

Presents the educational rationale for differentiated reading programs for gifted students in reading. Describes gifted readers, delineates general features of differentiated programs, and presents specifically recommended models of reading programs for the gifted. (RS)

Describes components and strengths of six elementary school classroom reading programs for struggling readers in which instruction is delivered in the students' regular classrooms. Proposes 10 guiding principles for developing elementary school classroom reading programs that support the growth of struggling readers. Closes with three concluding…

Argues that, since there is no single answer to literacy education for all children, balanced literacy programs are necessary. Discusses the importance of and describes the characteristics of a balanced literacy program. Uses those characteristics to show how literature-response groups can be part but not all of a balanced literacy program. (SR)

Typing special material of interest to high school students but on a third or fourth grade reading level is a way of instructing reading comprehension to slow learners at Bayside (New York) High School. A STAR (Students' Typing and Reading) lesson is described. (MF)

Newspaper media provide one way to motivate students' parents to be in tune with the whys, the hows, the wherefores, and the importance of reading. For example, in the Phoenixville Area School District (Pennsylvania), the reading department writes a monthly column for parents in the local newspaper. The column's topics are based on data gathered…

Describes an English class designed to help high school seniors learn more about reading and to provide them with a knowledge of children's literature so that they can someday lead their children to literacy. (AEA)

Outlines a meaning-based reading program for English-as-a-second-language teenagers in grades 8-12 aimed at promoting analytic thinking, cultural integration, and creative processing skills, as well as increased English proficiency. Discusses general and specific objectives, reading materials, types of reading programs, integrated and followup…

Describes an analogy approach to word identification which was used for two years in a resource room. Concludes with an adaptation of the compare/contrast approach for teaching decoding to other children who do not exhibit reading problems. (MG)

Describes a schoolwide project designed to enhance independent reading at home and at school. Provides a description of the planning, implementation, and evaluation of the project. Offers suggestions for others who may have an interest in the initiative or who may wish to replicate the project. (MG)