Describes the use of content area reading miniclinics, with sessions lasting from 2 to 10 days on a particular skill or related skills, that have proven useful at a junior high school. (MKM)

Argues that scanning a nonfiction book helps students (1) realize they can read parts of a book to obtain information; and (2) practice skimming, scanning, and library skills. Relates that students began checking out more books on topics of interest and began to realize how they can use books to learn. (RS)

A speed reading technique is described for use with reluctant readers. The technique uses timed probes with practically any reading material, to heighten student motivation in addition to increasing fluency. Methods for self-recording progress data and strategies for building fluency are described. (JDD)

This study of the cognitive processes of braille reading compared the reading of 23 adult braille readers in 4 different reading conditions: oral reading, silent reading, studying, and scanning. The findings support the idea that braille reading is process driven and that reading rates vary, depending on the purpose of the reading task. (Author)

THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT (Except for the Evaluation Summary Table): VERSION: Copyright 1981. PRODUCER: Davidson and Associates, 6069 Groveoak Place #12, Rancho Palos Verdes, CA 90274. EVALUATION COMPLETED: January, 1983 by the Oakland ISD of Pontiac, Michigan. COST: $70.00. ABILITY LEVEL: Secondary. SUBJECT: Reading. MEDIUM…

A BASIC (Behaviour, Attitudes, Skills, Intentions and Contexts) approach which teaches verbal and non-verbal skills is applied to training managers and employers in reading efficiency. (BP)

Research shows that when a speed reading course is given in the native tongue to Indonesian students, the increased speed is transferred to English reading. (CK)

A study was conducted to evaluate reading strategies by contrasting regression results of 10 fast versus 10 slow readers. At the word level the lag effect was evaluated. At the text level, the few-argument strategy versus the many-argument strategy and the physical and the syntactic strategies were evaluated. The absolute proportion of the lag…

AN EXPERIMENT TO IMPROVE THE METHOD OF TRAINING INTERPRETERS TO INCREASE SPEED OF TRANSLATION FROM ONE LANGUAGE TO ANOTHER, ONCE THE VOCABULARY BUILDUP HAS BEEN ACCOMPLISHED, INVOLVED THE USE OF THE TACHISTOSCOPE AND THE CONTROLLED READER, MACHINES USED IN SPEEDREADING COURSES. THIS INNOVATIVE PRACTICE HELPED TRAIN THE INTERPRETERS TO INCREASE…

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

After speed-reading partisans questioned the criticisms in a Psychology Today article, another psychologist conducted a controlled study of speed readers. As we said before, "Speed Readers Don't Read; They Skim". (Editor)

Authors believe that an increase in reading skills is not an end in itself, but must be considered in relation to the facilitation of learning in general. An advanced reading course developed to help overcome reading problems is described. (HB)

To cope with a wide range of reading skill levels in their classes, high school social studies teachers must assess their students' competence and then help them develop skills to understand course materials. This article describes two assessment methods and five skill teaching methods. For journal availability, see SO 509 175. (AM)

A current area of controversy within the literature on visual word recognition concerns the extent to which semantic information influences the computation of phonology. Experiment 1 revealed that both the imageability effect and the ambiguity advantage seen in the speeded naming task are confined to words with atypical mappings between spelling…