Explains how one teacher developed a cross-age tutoring program that allowed her high school students to help primary grade problem readers. Argues that high school students with reading problems make good tutors for troubled beginning readers because they are sympathetic and inventive. (FL)

Looks at cloze scores for students at two different schooling stages--grade 5 and grade 10--on materials at their own grade level. Concludes that the cloze score of approximately 40 percent currently used to judge reading ability at all grade levels is not stringent enough for higher grade levels. (FL)

Examined the nature of reading skills in congenitally deaf and hearing children, 7 to 19 years old. Results indicated deaf and hearing children use orthographic regularities and qualitatively similar psycholinguistic strategies. No relation was found between deaf children's sensitivity to orthographic regularities and type of communication method…

Compares the reading comprehension and accuracy and listening comprehension of West Indian and English children living in England and having equivalent intellectual abilities. Finds no significant differences between the cultural groups. (FL)

To identify and compare prominent symbols of social relationships used in children's reading materials, a sociological analysis was made of literary materials used for developing children's reading in grades four, five, and six in India and Canada. (HOD)

Notes discrepancies between what middle grade teachers thought they should do and what they were doing as far as grouping practices in reading instruction (both multiple groupings and individualized programs). Indicates the need for more teacher training in how to use objective data when making instructional decisions. (RL)

Examines the effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers. (HOD)

Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance.…

Discusses the need for and the purpose of the Vocational Reading and Math Competency Based Teacher Education (CBTE) Project. The purpose of the project is to develop a CBTE instructional delivery system to help vocational teachers expand their competencies in providing reading and math instruction in conjunction with subject matter teaching. (LRA)

Contains suggestions from six contributors, including the use of parents as an audience for beginning readers; outdoor activities to motivate readers; word order recognition exercise; a books-by-mail library service for rural students; using remedial students to read to younger children; and a language arts/social studies project. (FL)

Argues that both an over-theoretical approach and a too pragmatic orientation should be avoided in teaching reading in a second language. Examples of problems encountered by German learners of English are detailed against the background of a discussion of reading purposes. Course-planning to meet student needs is also discussed. (Author/AMH)

The relationships among visual acuity, reading mode, grade level, and type of educational program for blind students were examined in a study of 26,433 students registered as legally blind through the American Printing House for the Blind. (Author/PHR)

Using studies from many countries, the author reviews the advantages and disadvantages of three designs for bilingual instruction: delivery in the second language, initial instruction in the mother tongue, and mixed delivery in both languages. Cognitive development and students' attitudes toward their native language are considered. (SJL)

Describes a study which examined through classroom observations of reading and social studies whether elementary schools provide comprehension instruction. Major findings included the fact that almost no comprehension instruction was found. (MKM)

Analyzes a report by D.D. Steinberg and J. Yamada that investigated which of the different types of scripts used in Japanese writing was the easiest to learn to read. (MKM)