This document lists several prerequisites required for reading, especially those that relate to English as a Second Language students. The prerequisites listed include; the concept of print, which discusses the importance of a student being aware that printed material conveys thought through words which are at least similar, if not identical to…

Whether IQ is or is not related to reading depends on such variables as the difficulty of the task, the time allowed for learning, the quality of instruction, and the nature of the tests used for assessing intelligence and reading. The relationship between intelligence--as assessed by an individual measuring instrument, such as the…

This paper presents a rationale for both extensive and intensive learning-to-read experiences for the gifted, arguing that gifted readers are too often left to read on their own. Three broad teaching strategies are discussed: "Helping Children Learn to Read to Learn," which discusses the reading-study skills and methods of developing an…

This paper presents the six levels of meaning in reading and discusses them in relation to the subskills which the English-as-a-second-language (ESL) reader must acquire in order to fully understand the author's message. The contents include: "Meaning," which presents the six levels of meaning--knowing, comprehending, applying,…

The Auditory Reading Development Systems (ARDS) was devised to meet the educational needs of a segment of the model cities population that had not been reached by other programs. The ARDS is geared to teach the student whose reading level is 0.0 through 3.9, then 3.9 through 6.9, then 7.0 through 8.9. The target population is reached through…

This collection of essays is a companion volume to "The Reading Curriculum," both of which have been prepared for a post-experience course in reading development taught at The Open University at the University of London. While the intention is to provide British students with background for a course in the teaching of reading, a number of the…

Notes that there are things that are at least as important as reading: speech itself, productivity, expressiveness, and social development. (Author)

The relationship of reading ability to passing the Interpretation of Reading Materials sections in social studies, science, and literature of the General Education Development (GED) test is assessed in this paper, and procedures for developing reading skills related to the test are suggested. Information about types of questions asked,…

Oral responses of black youngsters are no more limited than those of whites. (JH)

Designed to investigate the effects of three motivational treatments given to selected teachers, this study measured the effects of the treatments in terms of pupil reading acheivement and staff teachers' perceptions of selected interpersonal variables. Two hypotheses were tested: pupils in the control group and pupils in the experimental groups…

The process of reading and how children learn to read is the focus of this book. Practical experience is related to studies in developmental psychology, and the special needs of individual children are also considered. The basic areas of consideration are: (1) learning theories and the reading process, (2) stages in cognitive growth and reading,…

A rule-based model is proposed of how children learn to decode as they gain experience in reading. The model is based on data gathered from pronunciation errors of words presented in isolation. An analysis of the errors reveals that different kinds of errors are made by children at different ability levels. Less able readers make errors that…

There is mixed evidence regarding the ability of students to retain reading ability over long, non-instructional periods such as the summer recess. In some instances there are significant losses in reading ability, while in other cases the losses fail to reach significance. However, in some cases, such as with basic visual discrimination tasks,…