Describes how to evaluate reading assignments so that teachers will know when and how to intervene. (MB)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Describes how Carl Jung's four personality types might relate to the selection of particular reading instruction methods. (RB)

How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)

Lists suggestions for alternative methods of evaluation that will bring teaching and evaluation methods into close correspondence (as opposed to following creative teaching with a memorization test). Contends methods of evaluation should become part of the learning process, not just measure recall of information given by the teacher. (SKC)

Describes how one reading consultant allocated time to meet the major responsibilities outlined in a job description. (RB)

Argues that to be effective the reading teacher must be strong but sensitive at the same time. (RB)

Discusses a document structure called "nested lists" which allows an increased amount of information to be presented in a fixed amount of space while also maintaining its usability. (RS)

Presents three prediction strategies to ensure that prior knowledge activated about a topic is pertinent to a lesson's objective: (1) questions for prediction; (2) anticipation guides; and (3) key word strategies. (RAE)

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Describes a method for the teaching of basic reading skills through poetry. (RB)