From 1976 through 1979, Shelby County, Tennessee, schools participated in a Right to Read Special Emphasis project. An experimental and a control school were used, in which more than 50% of the pupils read one or more grades below level. The project included the use of reading specialists, a structured reading system (DISTAR), a summer reading…

To determine the effects of repeated readings with cues on reading fluency and comprehension, a study was conducted on 30 third grade students reading at or above grade level, utilizing three equally difficult passages. Half the children were told to read for meaning, and the other half were cued to read for speed and accuracy. These cues were…

Twenty third-grade children, all of whom scored below 90% accuracy in word recognition and comprehension at grade level, served as subjects in an investigation of the effects on reading fluency of four attentional activities: repeating directions, listening to a story paced or stimulated at 225 words per minute while reading the story, learning…

Examines effective ways of practicing reading that facilitate the development of efficient reading skills in beginners. Indicates that increases in reading efficiency depend largely on the amount of independent, computer-aided practice with speech feedback, a method that seems promising as a means of improving reading skills in beginners. (JK)

The first part of this report reviews an extensive series of studies concerned with the reciprocal teaching of comprehension fostering and monitoring strategies--an instructional method in which an adult teacher and a group of students take turns leading a dialogue aimed at revealing the meaning of the text. The studies reviewed indicate that…

Describes and evaluates several methods for teaching reading that can involve the parent in the child's reading development. Concludes that a program involving paired reading in its purest form is the best method. (SRT)

Secondary and postsecondary students who use the read-answer-discuss strategy while studying read ineffectively and do not comprehend or retain main ideas. A study examined the effectiveness of (1) the Directed Reading-Thinking Activity, (2) conceptual mapping, (3) a combination of those strategies, and (4) reading and underlining main ideas as…

Focusing on reading comprehension instruction at the word, sentence, paragraph, and larger unit levels, the articles in this volume were drawn from a variety of sources. The three articles in the first section deal with theoretical bases and conceptual concerns. Specific topics covered include the argument for a discourse analysis model, the…