Discusses the method of repeated readings as an approach to improve the comprehension and decoding skills of disabled secondary and postsecondary school readers. (HOD)

Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)

Refutes six arguments commonly used to discredit remedial teaching of decoding skills to young adults in order to motivate both researchers and teachers to reexamine the role of decoding skills in reading in the upper grades and beyond. (SKC)

Provides information on how to use newspaper comic strips with reluctant, older disabled readers because the visual nature of the comics helps reading comprehension. Activity types include: (1) categorizing; (2) finding main ideas; (3) comparing; (4) determining cause-effect relationships; and (5) predicting outcomes. (SKC)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Suggests using readability formulas, a skills inventory, an introspective report, and diagnostic approaches based on models of comprehension as informal evaluations of students' content reading ability. (MKM)

Readers share information on the use of the uninterrupted silent sustained reading method to change the reading attitudes of adult Native American students and on the use of taped books with high school remedial reading students. (MKM)

Describes an effective procedure for getting "print-bound" poor comprehenders to attend actively to meaning while reading and to improve their comprehension and attitudes toward reading. (AEA)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Sentence combining techniques designed to improve reading comprehension are described and studies showing a positive correlation between the two are cited. (MKM)

Describes an investigation that showed that abbreviations in classified ads are difficult to comprehend and suggests that instruction be given in understanding abbreviations as a real life reading skill. (MKM)

Discusses the use of performance contracts to teach reading to secondary school students in classes classified as "corrective,""developmental," and "enrichment." (HOD)

Gives teachers guidelines for preparing gloss notations focused to help readers develop specific reading skills and strategies. (AEA)

Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)