Suggests that the cloze procedure be used as an instructional strategy; includes a rationale for using cloze tasks in reading instruction, descriptions of various cloze activities, and guidelines for implementing cloze exercises in an instructional setting. (TJ)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

Describes two approaches--direct explanation and reciprocal teaching--for helping poor readers understand how the reading process works and how to study and learn from a text. Explains how to plan a lesson, and offers two samples. (MM)

Argues that reading should be taught as a process. Suggests sources for information on the active reading process (missing in most textbooks) and describes a method for integrating the reading process and collaborative learning in a college writing class. (SD)

Deaf elementary and secondary students were found to be less skilled when reading stories in "elaboration" (i.e., drawing conclusions through interpretation of details), a process requiring higher-order thinking skills. An approach to teaching these skills is described that compares and contrasts a series of stories sharing a common theme. (VW)

Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)

Describes an informal classroom study in which students tape recorded their thoughts as they read, wrote, and "conferenced" with classmates, and how they discovered the organizational benefits of using the recorder. Also describes the writing conferences and workshops that took place in the classroom. (HTH)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

The need for and the limits of flexibility in college reading and study skills instruction are discussed with regard to the diversity of student population and theories on the reading process. (HTH)

Discusses experiments that provide information about the reading processes involved in mapping phonemes onto alphabetic symbols; suggests several techniques for helping children both to differentiate among the short vowel sounds and to associate sound and symbol. Focuses on the needs of beginning readers who are experiencing reading difficulties.…

Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)

Describes a study which examined the effectiveness of four methods for teaching word meanings. The context method was found to be more effective than the use of category labels and dictionary practice. Associating new words with familiar synonyms was also supported. (MKM)

Rejects the belief that teaching music reading affects the teaching of language reading. Article is a further extension of the research provided by Ruth Zinar on the connection between the two (EJ 147 534). (Editor/RK)

Examines the role of sound in reading Japanese Script and evaluates arguments for semantic versus phonological identification to determine the relative importance of phonological processes in reading "kanji" and "kana." Implications for the teaching of kanji to learners of Japanese as a second language are explored. (Author/JL)