ues that picture books can be used effectively in teaching all areas of the elementary school curriculum. Describes lessons in mathematics, language arts, science, social studies, and art which use picture books. (FL)

Argues that affective dimensions are basic in the development of gifted learners' reading potential. Examines two crucial affective areas--interest and attitude--and suggests instructional applications that can stengthen reading programs for gifted learners. (FL)

Offers several strategies for increasing reading rate without descreasing comprehension. (FL)

Describes an exploratory study which examines the differences and similarities in the way native and nonnative speakers of English process complete texts and also examines the possible uses of a macro-textual approach in the teaching of foreign language reading. (SL)

Using empirical evidence from 48 classrooms, argues that structural and organizational factors affect the stability and the formation of ability groups in an elementary classroom, which in turn affect growth in academic achievement. Holds that teachers are often impeded from forming the types of groups most conducive to student learning. (CMG)

Details a study in which high school students were introduced to a categorization strategy for vocabulary terms related to literary analysis. Concludes that the strategy was a worthwhile addition to the traditional Socratic approach to literary analysis. (FL)

Describes a program designed to build a literate environment to meet the strengths and needs of Job Corps trainees. (AEA)

Suggests that, by adding LEA, individualized reading, and varied language arts activities to the basic reading program, teachers, helped by parent aids and peer tutors, can enliven reading instruction. (FL)

An open classroom provides the setting for a Philadelphia teacher who uses unconventional but effective methods to teach the three R's. Examples of Lynne Yermanock Strieb's approaches to teaching reading and mathematics to first- and second-grade students are given. (PP)

Presents a case study in which an adult student with prediction strengths needed graphophonic skills. Discusses two remedial strategies. (FL)

Illustrates how prediction can be used to improve content area reading, provides examples of successful prediction techniques, and encourages teachers to develop their own uses of prediction. (FL)

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Three contributors offer suggestions for (1) increasing remedial readers' interest in books and reading, (2) using sentence combining to improve vocabulary, and (3) using microcomputers to compensate for students' varied reading levels. (FL)

Describes two studies showing that young readers may have trouble with comprehension when text contradicts their own prior knowledge. (FL)

Describes a teaching approach that helps second language learners develop enough confidence to use comprehension strategies proven effective with native language students. (AEA)