Explores two factors which can help teachers in guiding students who have difficulty reading their textbooks--understanding the reasons why students have problems and finding some way to teach the subject content and reading at the same time. (JM)

Provides lists of questions, one for fiction and one for nonfiction, that teachers can ask students during reading conferences in order to reinforce student interest and enthusiasm for further reading. (FL)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

Concludes that, as it is commonly practiced today, round robin oral reading is merely a vehicle for assessing accuracy in calling words. Argues that such a purpose can be achieved better on a one-to-one basis between teacher and student. (FL)

Suggests individualized reading as a solution to the problem of varied interests and ability levels in large introductory college courses. Details how directed individualized reading followed by oral reports presented to the professor was used successfully in an introductory psychology course. (ARH)

Discusses the major components, weaknesses, and strengths of three types of reading programs: the basal reading approach, the language experience approach, and the individualized reading approach. (FL)

Describes a schoolwide reading project that involves parents in reinforcing children's application of reading skills. During Home Sustained Silent Reading (HSSR), both parents and children read without interruption for a fixed period of time to foster the enjoyment of reading. (SRT)

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)

Using current technology and learning theory, computer-controlled literature programs have been and will be developed that allow children to interact with literature. This technique will help students' reading concepts fall into place more rapidly and gain the interest of those who do not respond well to traditional print media. (SRT)

Suggests that both boys and girls are interested in sports and recreation. Describes activities which utilize the topic of sports to highlight diverse vocabulary terms, encourage playing with language, and develop listening and writing skills. Provides an annotated bibliography of sports books for children. (ARH)