This document lists several prerequisites required for reading, especially those that relate to English as a Second Language students. The prerequisites listed include; the concept of print, which discusses the importance of a student being aware that printed material conveys thought through words which are at least similar, if not identical to…

This paper presents the six levels of meaning in reading and discusses them in relation to the subskills which the English-as-a-second-language (ESL) reader must acquire in order to fully understand the author's message. The contents include: "Meaning," which presents the six levels of meaning--knowing, comprehending, applying,…

This document presents a description and evaluation of the Corrective Reading Services Program designed to serve approximately 13,769 eligible, educationally deprived pupils in 229 nonpublic schools of New York City during the 1974-1975 school year. The purpose of the program was to improve the reading level of the students through a corrective…

Skilled reading requires the reader to have adequate language competence and experience. As one reads, one anticipates what is written and checks one's guesses through the application of phonological, syntactic, and semantic rules. English as a Second Language (ESL) students are hindered by a different conceptual framework. For them, the…

The Ethnic Heritage Learning Center, designed to increase the reading skills of elementary students who are educationally and economically disadvantaged, is described in this paper. The major goal of the Center was to provide supplementary remedial reading instruction. In addition to the 250 students who were selected as a target group, the Center…

This article discusses a program entitled "Extended Reading Comprehension Skills through Language Transfer," whose goals were to expand and increase English skills through the study of the Latin language and Rome's culture. This program was implemented in Los Angeles based on the Philadelphia program pioneered by Masciantonio. (Author/CFM)

Television is of limited value to hearing-impaired children, who cannot benefit from the soundtrack. Traditional caption writing techniques, which involve editing of the audio track, have been based primarily on the captioner's empirical knowledge and intuition and aim the captions at a presumed average language and reading ability of the target…