Proposes using literature to teach reading to learning-disabled students as an alternative to basal readers, because authentic text is more predictable, cohesive, and interesting. Additional components of a literature-based program include reading aloud, silent reading, self-selection of materials, meaning-centered curriculum, oral response…

A teacher of elementary deaf students describes the value of using "big books," which allow groups of students to share text and pictures, as an effective learning resource both for deaf students and for older students with learning disabilities. Seventeen big books in such areas as multicultural education, science and industry,…

A practicum addressed the problem of lack of fluency of learning-disabled and low-achieving students (N=24) retained in the first grade by using predictable books written in a natural manner emphasizing the children's natural language. Two evaluation procedures from the Reading Miscue Inventory were used to determine the degree to which students…