This textbook follows the third edition of "Introductory Bambara: An Ka Bamanankan Kalan", and is designed so that Bambara can be used almost exclusively in the classroom. Each of the twenty lessons has a culturally oriented topic and consists of a reading selection, drills on grammar and vocabulary list. The grammar notes are not…

This programed text for learning to read Thai was originally designed for students having a grounding in Thai phonology and some facility with the language, but it has been made useful for students without this background by the inclusion of a summary of Thai phonology and the use of romanization. The text is organized according to the three…

This report summarizes a study conducted by Educational Testing Service and RMC Research Corporation, of compensatory reading programs sponsored by Title I as well as those supported solely by state and local funds. The results show that in schools which received compensatory funds, the students most in need of it received additional help in…

For four years, the South Bay Cooperative Library System's Federal R.E.A.D. Project has used trained library personnel and volunteers to offer free, individualized tutoring to children and adults with reading problems. To assist other libraries wishing to establish such services, this handbook provides a list of recommended equipment and reading…

This study sought to identify the cognitive behaviors a teacher needs to employ in implementing a reading program. A sample of such behaviors was identified and submitted to authors and editors of comprehensive reading programs, state directors of Right-to-Read programs, college instructors of reading methods courses, and elementary school…

It has been shown that students in North America can learn both a foreign language and subject matter taught in that language at the same time successfully. The immersion model is first examined for the majority group child, then considered for several target groups. (SCC)

Reading comprehension exercises are used more effectively as a teaching device than as a testing device. They can be used to teach students a variety of skills, such as the ability to discover specific facts, to see the writer's point of view, and to visualize what is described in words. (CFM)

A Sustained Silent Reading (SSR) program provides a way to upgrade reading instruction by stressing self-selection, independent practice, and the use of reading as a communication tool. Guidelines are offered for setting up SSR programs, a resource library, and scheduling SSR periods. (Author/SW)

Article discusses 11 significant trends and how they affected or might affect the teaching of reading. (Author/RK)

Examines the effects of three text signal types (headings, previews, logical connectives) on relatively sophisticated college age readers and their comprehension of technical expository prose. Concludes that all three types can enhance comprehension, but that facilitation depends on passage length and difficulty. (FL)

As measured by responses to a main-idea essay question and by written summaries of two passages, students' ability to abstract the macrostructure of problem/solution text read independently was improved by the use of structure training. (FL)

Argues that common processes underlie reading and writing and offers a case study of two students' experiences with reading and writing processes. Contains lessons built upon these commonalities. (FL)

Determined that given an accepting environment is provided by the teacher, children will feel safe enough to express their thoughts about and reactions to what they are reading by interrupting their own reading and talking to their teacher. (SRT)

Describes a 10-week reading program that paired students and parents as reading partners. Concludes that the program was successful because the children's reading scores improved measurably and parents felt the program was worthwhile. (SRT)

Shows that mentally handicapped preschool children can learn to read words when word cards become tools for communicating their wishes. Indicates also that language skills improve and that these transfer to other situations. (FL)