The "Rewriting Technique" (which reduces a textbook chapter, article, or story to a desired reading level) is a method for meeting the reading needs of secondary level learning disabled students. (SW)

Discusses points relevant to the improvement of reading in the industrial arts curriculum such as individual differences in learners, reading levels, readability, methods, and activity oriented experiences. (TA)

Instructional implications of recent reading research are reviewed along with the issue of text readability and the intermediate/advanced language student. A generic approach to the teaching of literary works in a third-year transitional course is then proposed. A student worksheet and recall protocol exercise are appended. (Contains 19…

The paper describes considerations in determining the comprehensibility of instructional materials for use with mentally retarded students. (CL)

From their study of science and social studies reading problems in urban secondary schools, the authors present specific suggestions for the responsibility of the content teacher in selecting appropriate reading materials and helping students to understand their content. (Author/SJL)

Reviews reading problems encountered in industrial arts courses and provides suggestions for how to deal with them. (MKM)

High school students were tested on their ability to follow directions written by content area teachers. Poor readers understood the directions only about half the time, which probably confounds their performance on classroom tests and assignments. Ways that teachers can make their instructions easier to read are suggested. (SJL)

Suggests how teachers can make materials more comprehensible for students rather than relying on readability formulas for reading material selection. (AEA)

Points out that if relationships between sentences are made implicit (for the sake of simplicity or readability), comprehension may suffer and explains three teaching strategies for improving students' comprehension of implicit connectives. (RL)

This book examines the basic principles of the cognitive psychology of literacy and explains how insights gained from that theory can inform and improve reading, spelling, and writing instruction aimed at adults. The following are among the topics discussed in the book's eight chapters: the principles of cognitive psychology (the nervous system,…

Proposing two major shifts in how to involve low readers more effectively in textbook learning, this book suggests that students, even those with low reading skills, can learn to use mainstream textbooks, and that textbooks can be designed to make them more usable for all students. The book presents a series of instructional techniques that…

This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine…

Explores a wide variety of uses of microcomputers in the reading and language arts curriculum. (Available from: Modern Learning Publishers, Inc., 6517 Liggett, Oakland, CA 94611, $14.) (AEA)

College students can read, but they often lack the prereading and postreading skills needed to help them think about and respond to what they read. A three-step plan can help students read and understand the text more fully. The first step entails using measures of fitness to determine: (1) the grade level of the text being considered and how it…

Noting that traditional measures of textbook difficulty and traditional measures of student reading ability suffer from a lack of correspondence, this booklet deals with the problems of (1) identifying the levels of conceptual difficulty of text materials, (2) identifying students' abilities to understand text materials, (3) matching the…