Relates a personal experience of teaching reading to an illiterate adult from Mexico. (HOD)

Notes that appropriate materials are hard to find for refugees of marginal reading ability in English as a second language programs and describes teacher-made exercises that use the students' prior knowledge and experience. (HOD)

Analyzes four assumptions about reading and literature put forward by English-as-a-Second/Foreign-Language (ESL/FL) communicative approach theorists. Briefly contrasts the assumptions with the assumptions of the audiolingual approach. Shows how communicative theories can be applied in the ESL/FL literature classrooms. (RS)

Contributors suggest ways to (1) phrase reading for second-language learners, (2) improve comprehension through creative mapping, (3) improve student "browsing" skills in a library, and (4) help students overcome writer's block. (FL)

Presents a rating scale that pinpoints linguistic areas where second-language learners have special difficulty. (AEA)

Over twenty years of attempts to provide instruction in adult literacy skills have accomplished very little in the country of Ethiopia. (MKM)

Discusses methods of reading instruction in Ethiopia where only ten percent of school age children are ever enrolled in schools. (MKM)

Presents a study designed to measure to what extent secondary school students' ability to guess the meanings of words in isolation is related to guessing words in context. Finds similarities between strategies used in isolated and contextual situations, but the students also made effective use of context. (MG)

Interference between languages such as Spanish and English has a number of aspects, and one of the factors may be socioeconomic. (RB)

Describes a laser videodisc program which helps non-native English learners gain confidence and language skills in social contact or casual conversation situations by having them interact with a variety of "characters" at a backyard barbecue. Describes production problems and problems associated with making a workable interactive system.…

Aims to heighten teacher awareness of the semantic, syntactic, and phoneme-grapheme transfer problems that Chinese students face. Provides teaching suggestions involving phonology, vocabulary, syntax, and morphology. Urges reading teachers to use the visual modality to help make the transfer to the English script system more successful. (RS)

Elucidates the reading problems of nonnative English speakers, noting reasons for the problems, giving signs of the problems, and demonstrating results of the problems. (HOD)

Examines how cross-cultural schemata influence reading comprehension and offers some guidelines for developing comprehension of culturally different students. (HOD)

Uses junk mail, newspaper advertisements, and other promotional material to overcome one teacher's lack of instructional material and to teach multilingual and multicultural teenagers and adults the basics of consumer advocacy and American civics. Notes that the students gained power through literacy that would not have been possible with…