Describes a procedure for helping students understand and work mathematical word problems. (MKM)

Uses the example of SQ3R (Survey, Question, Read, Recite, and Review) to demonstrate how knowledge of the relationship between theory and practice makes reading and study skills instruction more meaningful. Notes that this awareness also enables teachers to modify various skills to meet student needs. (MM)

Lists ten prinicples for teaching reading in English as a second language. Some of these principles are: (1) an interesting text is vital; (2) the primary activity of a reading lesson should be learners' reading texts; (3) classroom procedure should reflect the purposeful task-based, interactive nature of reading. (SED)

Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)

Discusses contemporary theory on the comprehension process in first language reading research and psychology. Examines beliefs, materials, and classroom behaviors which have been under recent discussion and applies the theory of comprehension--that comprehension is the process of relating incoming or new information to information already stored…

Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

Presents guidelines to help literacy educators adopt the organic primer approach that has been found to be effective in helping adults learn to read. (HOD)

The psycholinguistic method of teaching reading stresses the use of the child's oral language ability and syntactic and semantic information. (JH)

Noting a renewed interest in and dedication to the rights and needs of adolescent readers, this digest addresses the development of content area reading, discusses recent reconceptualizations of the field, and offers a new model for classroom practice. It begins with a brief description of the historical context of literacy development in the…

Describes a method by which language students can learn to read sense groups instead of word-by-word, increasing their reading and speaking skills. (SP)

Discusses ERIC documents pertaining to oral reading instruction. (FL)

A series of Danish studies suggests that a great deal of prequestioning before students read may adversely affect students' reading processes. (DD)

Article suggests certain tasks must be performed before a pupil can learn to read. What these tasks are depends upon whether teaching method is analytic--introducing words as whole units to be broken down--or synthetic--introducing individual written signs as sounds, to be built up into meaningful units. (RW)