Reports on a study that investigated which of four modes of reading (oral reading to an audience, oral reading to oneself, silent reading, silent reading while listening) best facilitates fifth-grade students' comprehension. Concludes that for these students as a whole, comparable comprehension may be expected when they read to themselves or read…

Describes an attempt to introduce SSR in an English language school near Bombay, India. Shows that the fourth grade students involved in the program improved both their attitude and their reading achievement. (FL)

Addresses both reading researchers and reading teachers, urging them to cooperate in relating research to classroom practice. (HOD)

Outlines three beliefs of theoretical orientations about teaching reading: the teacher's, the child's, and the material's. Shows how these beliefs develop and interrelate. (EL)

Describes the reading and writing laboratory program at the University of Albuquerque. (FL)

Indicates that students who received organizational instruction wrote better summaries than did students who received traditional instruction. (FL)

Describes two programs that involved teachers using closed-captioned television materials to develop skills in the areas of reading comprehension, vocabulary, and oral reading fluency with hearing, remedial readers. (FL)

Relates that students taking required courses in teaching content reading at the secondary school level were largely satisfied with the course content and felt the courses would help them in their teaching. (HOD)

Supports predictions concerning two consequences of combining merit pay and other business practices within a reading program: (1) that school personnel would constrict their definitions of reading and reading instruction to those prescribed by district policy and that (2) teachers would consider reading instruction less fulfilling than they did…

Advocates the point of view that teachers should take the responsibility of maintaining personal professional libraries and discussing theory in order to increase their effectiveness. (DF)

Describes strategies for using story reading to help language minority students in grades one through six acquire language proficiency. Discusses ways to make story reading effective, including frequent reading, the use of cueing strategies, and the use of follow-up activities. (FL)

Discusses current assumptions about what constitutes excellence in software for reading and writing instruction by describing commonly accepted guidelines and arguing that evaluation criteria focuses mainly on technical rather than on learning and educational issues. A priori questions emphasizing learning issues are proposed to strengthen…

Current theory and research into the oral-written relationship are reviewed. Three models of reading comprehension based on oral-written language skills are reviewed as representative and their implications for reading instruction in grades 4-12 and in bilingual-bicultural classrooms are determined. The mingling of oral and literate strategies, in…

Presents abstracts of two award winning studies, one dealing with spelling in the context of writing for a purpose, the other with student-teacher interaction during reading. (FL)

Notes the major historical works or chronicles on college reading and study skills instruction and proposes 10 directions for further historical research. (HOD)