Discussions with sixth-form students about reading led Carolyn Massey and Paul Wiggin to start a sixth-form reading group. They describe here the series of themed sessions that they planned, and the student discussion and reflections that resulted. Listening to their students discuss their reading led Massey and Wiggin to reflect on what is meant…

Rather than being viewed as a reading skill, comprehension is viewed as inferring the task of the writer or as discerning the ends and means of a discourse. Inferring the writer's task is to reason backwards from the product to the questions with which he may have started. Discerning ends and means is to view what is described, argued, or…

The purpose of this publication is to point out that reading comprehension questions frequently assess only literal comprehension, and to suggest kinds of questions that involve broader levels of comprehension. The publication first presents two reading passages; for each one it lists sample questions that involve only literal comprehension and…

A study of the effects of using the MRM (message unit--verb unit--message unit) instructional system on reading comprehension was studied using 69 college freshmen, 37 in an experimental group and 32 in a control group. Both groups were engaged in a variety of activities designed to promote greater reading efficiency as a regular part of their…

Reports on Project Muse, Hunter College, New York, which has explored ways of using the camera in the teaching of reading. (NH)

Describes a self-instructional photo-study learning center on comprehension skills for remedial readers. (MKM)

This article discusses features of spoken and written language which are seldom systematically taught, and outlines a methodology for the teaching of reading comprehension. (AM)

COMPETENT LITERACY EDUCATION INVOLVES THE CONTINUOUS DIAGNOSIS AND CORRECTION OF DEFICIENCIES. THROUGH FORMAL AND INFORMAL DIAGNOSTIC PROCEDURES AND OBSERVATION, TEACHERS LOCATE SPECIFIC NEEDS AND DEFECTS AND THEN APPLY SPECIFIC TECHNIQUES TO MEET THOSE NEEDS AND CORRECT OR WORK AROUND THOSE DEFECTS. TO HELP TEACHERS LOCATE TECHNIQUES APPROPRIATE…

Suggests that teachers develop techniques to teach students strategies used by good comprehenders: paraphrasing passages, sifting out meaningful word clusters, searching for supportive examples, and making deductions. (MKM)

Explores the possibility of improving students' reading skills while increasing their information about world events through assignments in current prominent periodicals. (MD)

Compares the Edison Responsive Environment (ERE) type of programmed instruction and a non-automated, multimedia instructional system. (RW)

Develops a three sequence program through which elementary-grade children can follow the "picture to paragraph" structure to mastery of comprehension skills ranging from simple details to construction of a report in a content area. (MD)

Current reading theory suggests that oral language skills and reading skills interact with and implement each other. Three guidelines are helpful in shaping the development of proficient readers. (1) From kindergarten on, each year should be spent moving from oral language to print. Furthermore, the move within oral language should be from…

This booklet contains eight chapters related to instructional competence in reading:"The Setting for Instructional Competence,""Reading Readiness,""Word Recognition,""Comprehension,""Instructional Materials,""Classroom Diagnosis,""Approaches to Teaching," and "Evaluation." Among the topics discussed are: keeping current in reading, professional…