Considers the ways in which the processes involved in learning to read are inherent in art and music experiences; discusses visual arts activities as catalysts for vocabulary development, sensory control, and close observation; and provides an overview of such music activities as folk singing as motivaters for reading. (JL)

Nine author contributed chapters present the state of the art knowledge on the reading process and reading instruction as applied to the hearing-impaired population. (SW)

Suggestions for teaching reading in ways that motivate students and help them to grasp new words and concepts are given. Presentation of background material and use of vocabulary games, audiovisual aids, role playing, tape recorders, and other learning activities are discussed. (PP)

Provides several types of prereading activities that combine into one strategy stressing vocabulary, oral language development, and prediction. (FL)

Suggests that incorporating content area words into the weekly spelling routine by means of the S2RAT technique will challenge high ability students while encouraging those of low ability. (FL)

Examines four important outcomes of reading instruction--to enjoy and appreciate reading, to understand reading's communication function, to find information, and to develop word recognition and comprehension strategies--and illustrates how direct instruction varies qualitatively from outcome to outcome. (RL)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

This experiment tested the hypothesis that language skills of seven- to eight-year-old children could be improved if parents were involved in the program. Three groups of 15 children were exposed to identical, single term programs. In two groups, parents worked in the classroom with the children. Findings supported the hypothesis. (AM)

Describes use of learning stations at elementary and secondary levels. Explains vocabulary, grammar, conversation, listening, reading and culture stations; materials and equipment for stations; management concerns. (BK)

Defines the concepts underlying the semiotics of written texts and emphasizes the distinction between literary production (discourse) and technical writing (message), the former stressing the poetic and expressive functions, the latter the referential function. Describes the language of "messages" as based on unambiguous terms that reflect the…

Lists 50 riddlelike questions and answers based on the common names of rocks and minerals. (GS)

The keyword method of foreign language learning was adapted for young children learning Spanish. Rather than constructing visual images relating to the word pair, the children generated sentences. Both second- and fifth-grade students experienced large vocabulary gains. (Author/GDC)

A method for introducing estates in land to first-year law students is presented in detail. A key element is its use of transparencies to graphically represent crucial concepts and appropriate language. The concepts are introduced in a systematic fashion to allow students to build an understanding gradually. (JMD)

Reviews literature in applied linguistic and reading methodology and outlines a suffix-grammar as it is used in a reading course in Latin. The principles of the grammar are discussed and an example of its application in the reading course is given. (Author/AMH)

In these studies, the structured content overview positively affected students' upper and lower level comprehension scores as compared to either vocabulary preteaching or control (no prereading) treatments. Vocabulary preteaching appeared to be more important with science than with history materials. (Author/SJL)