Argues that while many publishers may simplify the sentence structure in the basal reader to facilitate the process of learning to read, this practice may result in texts with stylistic features and text formats that are unnatural and uncharacteristic of written English or the language development level of the children. (FL)

Concludes that three experimental programs were more effective than traditional approaches in beginning reading instruction: (1) a literature program using special decoding strategies, (2) a literature program not using the special strategies, and (3) a traditional basal approach using the special decoding strategies. (FL)

Offers opinions on teaching reading in the content area, teaching vocabulary to precollege students, helping remedial readers interact with their reading, and evaluating teacher made tests. (SRT)

Examines the evolution of reading comprehension in English classrooms and examination rooms and considers active and collaborative approaches to teaching reading comprehension. (HOD)

Multiple reading measures and writing measures were administered to 256 second graders and 251 fifth graders. A canonical correlational analysis, grade level analyses, and cohort analyses for beginning and proficient readers were performed. Reading or writing never explained more than 43 percent of the variance in the opposite test set. (Author/BS)

Explains six instructional components, based on a psycholinguistic view of reading, for teaching the adolescent disabled reader to read. (HOD)

Discusses an approach to early reading instruction that emphasizes "real" books and parental involvement. Contains a list of "dos" and "don'ts" for use by parents in helping their children read. (DF)

This reaction paper stresses the importance of matching the qualitatively different types of educational decisions with appropriate types of tests. Reading instruction is used to illustrate that while standardized tests are helpful for student classification and program accountability, they are hazardous to instructional process decisions which…

Describes the development and implementation of a reading program based on the desire to put theory into practice. Details the use of materials, diagnostic procedures, and daily schedules and concludes that individualized meaning-based program provides positive changes in teaching and learning behavior. (FL)

Presents a case study of an eighth-grade girl who received one year of nontraditional remedial reading instruction in which she was treated more like a good reader than a disabled one. Reports that the program produced a moderate improvement in reading ability. (FL)

Early reading for deaf and hearing-impaired children using the natural reading method inspired by Doman is advocated. The Doman method is described. What educational research on deaf and hearing-impaired children says concerning the process of reading acquisition is discussed. (RM)

Primary school teachers tended greatly to overestimate the scores that their students would achieve in mathematics and English achievement tests and to greatly underestimate the scores they would achieve in the reading achievement test. Factors that influenced teachers' judgments include academic competence, student relationship with the teacher,…

Argues that children need to be taught how to extract, synthesize, organize, and integrate important information from texts into their own knowledge structures and describes some techniques that can be used to activate prior knowledge. (HOD)

Advocates the use of science lessons as a basis for teaching young students to read. Offers the Language-Experience Approach (LEA) as a means of teaching beginning and remedial reading and of expanding science concepts and vocabulary. Describes an LEA unit on astronomy and reviews the benefits of this approach. (ML)

Discusses the Global Method of reading instruction, which is used worldwide and which is based upon the belief that reading is a part of a language-based process, incorporating all of the communication skills. Examines its similarities to LEA, as well as its differences, and explains its advantages as a content area reading technique. (FL)