This collection of essays explores two interpretations of "reading and the individual." One interpretation concerns the effect reading has upon an individual's self-concept and his total personality; the second interpretation relates to the methods used in teaching reading, recognizing the peculiar needs, interests, desires, abilities, and…

Utilizing a "shotgun" instructional approach with feedback, a linear instructional program, and an IBM 1500 computer system, this study investigated the effects of pictorial representations of words on the acquisition of a sight vocabulary by rural emotionally and mentally retarded (EMR) students. Twenty-seven students were involved in the study.…

The ideas contained in this book provide a sampling the tutor can do in the study center. These activities include: (1) thinking games; (2) reading and language skills; (3) vocabulary building games; (4) math games; (5) spelling practice, games, and additional techniques, and, (6) "fun." The user of the book is advised to: (1) refer all discipline…

The three papers in this resource guide are oriented to the needs of Spanish-surnamed and Indian children. The first paper points out three concerns to be examined before selecting reading materials: (1) the population for whom selection is planned, (2) criteria emphasizing children's needs, and (3) apparent trends in reading instructional…

A NEW YORK CITY SCHOOL VOLUNTEER PROGRAM HAS BEEN IN OPERATION SINCE 1956 TO RECRUIT, TRAIN, AND SUPERVISE LAY CITIZENS IN ASSISTING TEACHERS AND TUTORING STUDENTS ON A REGULAR WEEKLY OR BIWEEKLY BASIS DURING THE 9-MONTH SCHOOL YEAR. THE DOCUMENT DESCRIBES (1) THE STRUCTURE AND SERVICES OF THAT PROGRAM, (2) THE SELECTION OF SCHOOLS, (3) THE…

Project Catch-Up is an ESEA Title I reading and math laboratory project for kindergarten through sixth-grade students, operating in Southern California's Newport-Mesa Unified School District. Its philosophy is that students having difficulty in reading and math can catch up with other students. Teachers take responsibility for the achievement…

Five implications are drawn from the literature on effective reading instruction for students speaking nonstandard dialects: avoid criticism and over-correction, develop oral English first, include the language experience approach as one basic method, utilize directed reading activities in content classes, and provide a variety of media for…

This paper suggests how to restructure presentations and activities concerning the often vague and confusing topic of the theoretical underpinnings of learning a foreign language. (Author/NCR)

Reviews recent research showing that creative composition should begin in kindergarten. Presents practical ways teachers can help young children learn to write and thus to read. (FL)

Traces the problems teachers solve as they learn to teach writing and reading from the same philosophical perspective. Finds that as the emphasis in their classrooms shifted more to the process, the teachers changed their roles. (FL)

Suggests that Whole Language is not the whole word approach, nor merely teaching skills in context, nor the Language Experience approach, nor a new term for the Open Classroom, but rather a point of view about language, literacy, and content learning. (JC)

Identifies three problem areas in teaching students with limited English proficiency to read: (1) the readers' input (what they bring to the reading process), (2) the author's input, and (3) the reading process itself. Recommends that teachers acquaint themselves with students' prior knowledge and language competence level and strive for a balance…

Describes a reading course offered to the first-year economics majors studying English at La Sapienza University in Rome, Italy. The reading materials were taken from authentic texts, journals, and articles about economics from English language publications. Sample passages with pre-reading and post-reading exercises are included. (CFM)

Claude Goldenberg's claim that there are compatibilities between minority children's home and school experiences is critiqued on the following points: (1) the methodology is not ethnographic; (2) home-school cultural compatibilities are not demonstrated; and (3) the model of literacy acquisition is not supported by current theory and research.…

Offers an approach to text analysis that discusses what makes good writing good. Argues that good writing involves the presentation of propositions that are not too dense, in a schema that is familiar or explained carefully, requiring not much inference on the part of the reader, and in a pattern that is coherent from beginning to end. (MS)