Surveys the scope of reading programs in five Florida junior colleges. Part I of the report may be found in the December 1969 issue of this journal. (RW)

The acquisition of labels for concrete objects is considered. Issues concerning the initial acquisition of a word to refer to an object or object concept, the actual words initally acquired, the relationship between the initial categories underlying children's early object names and corresponding adult categories, and implications of the research…

A statistical study of 100,000 words from medical English literature to determine the core lexis of medicine across specialties is reported. It is suggested that both the research procedure and the results are applicable to instruction in reading medical English for professional purposes. (MSE)

The frequency and type of inappropriate word extensions (i.e., use of ball for moon) in the spontaneous speech of nine young language disordered children (2.8 to 3.4 years old) were studied. The percentage of inappropriate word extensions of these children was comparable to that of normal children at the same level of linguistic development.…

Describes an instructional procedure based on the findings of schema research and illustrating the truth that the more students know about a subject, the better they can comprehend what they read about that subject. (FL)

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)