Describes a method for teaching language skills to adults through various reading, speaking, and writing exercises. (AM)

Evaluates junior high students' understanding of certain aspects of the particle model of matter using a Piaget-type interview. Approximately 70 students from grades seven, eight, and nine in several midwestern schools in the U.S. were interviewed. (HM)

Describes a technique for social studies teachers to determine students' reading abilities. The technique combines comprehension on reading selections from course texts with a cloze test with fill-in-the-blanks based on a reading passage. Also suggests use of alternative texts for students with low reading ability. (AV)

Describes the components of a reading program for deaf children that is characterized by systematic and carefully planned increments of instruction, intensive review and reinforcement, and the use of materials that control the semantic and syntactic features of language. (MAI)

Outlines can be used before and after reading textual material to improve recall and comprehension. (MKM)

Available from: Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Compared were the effects of three instructional strategies on the reading comprehension of six 9- to 11-year-old learning disabled students in a resource program. (BD)

The article compares the use of pattern drills to contextualized practice and suggests that although the second is a more personally meaningful approach, the pattern drills can provide a means through which the operations of many language features will be made more apparent to the learner. (NCR)

A Spanish course is described in which reading ability was gained as a preliminary to a conventional first-year language course. Through passive learning, recognition of vocabulary and grammatical structure was achieved, and correct pronunciation and writing drills reinforced learning. Good results were obtained in the subsequent conventional…

Reviews reports of the use of taped books and reading materials with students as a method of reading instruction. Also suggests related techniques such as choral reading, sustained silent reading, and the neurological impress method. (MKM)

Discusses a study that compared the use of interpretive dramatics activities to basal reader workbooks for developing the comprehension skills of recognition and recall of details, sequencing of events, and generalizing the main idea. (JM)

A description of a French course given in Mexico to mathematics teachers. The object was to enable them to read primary, untranslated sources as quickly as possible. The general learning objectives, characteristics of students and teachers, methods, and a complete sample lesson plan are given. (Text is in French.) (AMH)

Discusses some problems in the rating of achievement in auditory understanding, as well as types of exercises for the teaching of English in general and for specific professions. (IFS/WGA)

Reviews research relevant to understanding the conditions in which elaborative inferences are made, with a particular concern for the implications for schema-theoretic notions of comprehension. (FL)

Reports a study indicating that summarization training of sixth-grade students improved recall of major but not minor information on a studying task and that such training is an effective tool for improving reading and studying skills. Includes ways to improve summarization instruction for children of this age group. (HTH)

Three studies examined three-, five-, and seven-year-old children's understandng of verbal terms ("easy" and "hard") concerning personal competence. Studies focused on developmental change in understanding the terms and were designed to provide information about the order in which understanding of the terms was acquired. (HOD)