Cites ERIC materials describing how music in the classroom can help improve reading readiness, recall, and creative writing. (HTH)

Pinpoints three major levels of reading comprehension (literal, inferential, and evaluative) and discusses ways to develop these levels of comprehension in the subject areas through vocabulary development, the SQ3R study technique, sequencing, the cloze procedure, group prediction, modeling reading outcomes, and worksheets. Also discusses the…

An operant-based corrective reading program was established to study effectiveness of peer tutoring for 69 reading deficient second- to fourth-grade students who were matched on measures of initial reading ability and level of reading retardation and randomly assigned to three groups (peer tutoring only, peer tutoring with home based…

Investigates the relationship of reading ability and age to children's recall of expository text after reading and analyzes children's sensitivity to text structure. (MKM)

Reports on a study of the attitudes of 50 middle and high school content area teachers with respect to evaluation and to teaching strategies and reading skills in the areas of decoding, comprehension, reference and study skills, and vocabulary. (TJ)

Discusses problems that students encounter in reading content area textbooks; presents learning activities in the areas of word recognition, vocabulary, comprehension, and study skills. (MAI)

A schema-based framework for representing knowledge and prose organization was studied. Testing of a script pointer and tag hypothesis confirmed that memory discrimination is better for atypical actions in a passage than for typical script actions and that there is no memory discrimination for very typical actions. (SW)

An Englishwoman who had had no lessons in the Spanish language but had developed oral skills while on vacation in Spanish-speaking countries began reading Spanish newspapers and observed her reading processes. (CFM)

Reports an investigation of the effectiveness of "Speedway: The Action Way to Read" in increasing the reading rate and efficiency of adult readers. (FL)

Findings of experiments conducted with two groups of 12-year-olds--ten good spellers and ten poor spellers, all of equal reading achievement--suggested that the poor spellers were proficient at going from print to meaning but were impaired at converting print to sound. (GT)

Discusses how reading literature should be taught in cultures different from the United States as well as in the United States. (Author/RK)

A questionnaire given to graduates and students of English revealed that: most use of their English was in the home country; aural comprehension was most important, followed by reading-comprehension, speaking and writing. Abroad, English was used more in non-English-speaking countries than in England or the USA. (Text is in German.) (IFS/WGA)

Argues that when reading is taught as a communication skill and as a further extension of language, the teacher should be concerned with helping the student to link up and become involved with the author's message. A child should be encouraged to search for the meaning of what he reads when he begins to learn to read. (Author/JM)