Suggests several ways to motivate adolescents in selecting books for individual reading in the English classroom; stresses the importance of positive attitudes toward reading. (MAI)

Academic tasks are listed on the board from which students choose their work. (JH)

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)

Presents a method of teaching children how to read using a constructive communicative technique. (MP)

Describes a way in which a microcomputer can be used as a basis for individualized instruction in reading and word meaning. (FL)

Based on the experiences of writing lab instructors working with college students whose writing was affected by poor comprehension of difficult texts, this book explores the use of writing about reading to help students become more aware or analytical of their reading processes. The first chapter provides a theoretical context for teaching…

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

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

Planned, individualized vocabulary instruction is an essential ingredient of developmental reading classes, and deserves special attention, since expanding word knowledge is the one area related to reading comprehension in which student progress can be directly observed and measured by the learner in daily or weekly increments. The two factors…

Describes a child-centered reading program for a group of 10- to 11-year-old reluctant readers. (JL)

Proposes that physical education teachers can integrate reading exercises into their classes through activities that (1) stimulate recreational reading, (2) reinforce vocabulary and comprehension skills, and (3) provide reading opportunities through alternative learning options. (FL)

Contributors offer teaching ideas, including: using Sherlock Holmes mysteries to teach character and plot development, using materials supplied by the athletic coaches in the reading laboratory, and using individualized reading in the content areas. (AEA)

The language experience approach is a reading methodoloy that is highly organized, highly structured, and very systematic, but that allows teachers to teach without texts. It is a multiple, variegated set of activities designed to serve one purpose, namely, the instructional use of pupil's own language. As such, there are five interrelated aspects…

A "Personalized Contract Book Program," modeled on the way that competent readers learn to read at home, provided a nonpressured environment that fostered students' reading development. (DD)

Designed for teachers of high school students, the unit proposes an individualized approach for teaching vocabulary. Students choose from three vocabulary word lists which represent levels of difficulty and which are chosen from words selected by students during the previous semester. In vocabulary notebooks, students enter pronunciation…