A report on an experiment testing the hypothesis that reading comprehension in a foreign language is learned more quickly and improved if reading instruction follows instruction and practice in listening comprehension. Results indicate that there is a high degree of transfer from listening to reading comprehension. A bibliography is provided. (AMH)

A description of a methodic approach to instruction in reading comprehension. The selection of texts, particularly those of high interest to students, is discussed. Several sample exercises illustrating the method, usable at all levels, are included. There are also a number of simple texts. (Text is in French.) (AMH)

Shows that subjects receiving the most "overlearning" (repetitive instruction) remembered the most words, suggesting a linear relationship between overlearning and retention. (RL)

Explores some ways in which teachers can direct the efforts of parents so that children gain the best possible advantage in learning to read. (Author)

A description of a two-part "learning package" for students who want a reading knowledge of German. The design of the package, some of the problems it involves, sample materials in the form of a ten-step study method, and use of the package are discussed. (AMH)

The challenge to reading instructors is to develop in their pupils not only good reading skills, but also the means to understand their own feelings and emotions through reading, and to build positive feelings and emotions related to the process and products of reading. (MB)

Discusses informal reading inventories and suggests that teachers adjust the inventories to their own teaching practices to assure reflection of students' ability to perform in the classrooms. (MB)

Reviewed are studies which support direct training of reading skills, with a focus on behavior modification techniques, for use with all categories of exceptional children. (SBH)

A brief discussion of delayed instruction in native language reading in immersion programs where second language reading instruction is introduced in grade one. It is noted that long-term effects on a child's interest in reading and the extent of parental involvement in the reading process have not been investigated. (AMH)

Adapted from the forthcoming book, "The Teachers & Writers Handbook of Poetic Forms," defines forms, summarizes their histories, quotes examples, and offers teachers, students, and beginning writers suggestions on how to read and compose in each form. Discusses free verse, ghazal, epic, prose poem, line, spoonerism, imitation, and villanelle. (JG)

Shows how clusters of short sentences found in basal readers can be combined into more complex structures, reinforcing reading skills as children write. (FL)

Concludes that the test has a well-designed reading booklet and a carefully constructed manual, but that it has a narrow applicability. (FL)

Summarizes good reading research published in journals during 1986, focusing on studies that deal with reading comprehension, prior learning, and word recognition. (SRT)

Describes a method of intensive guided reading instruction in a second language which reduces frustration, ensures success, and implements the processes of reading instruction set forth by Kenneth Goodman and elaborated by others. (SED)