The Exemplary Center for Reading Instruction (ECRI) teaches teachers to use proven instructional strategies and a management system to prevent reading failure and enhance language skills through an approach featuring stress on quality instructional time, teachers' use of positive reinforcement, and expectations of high mastery levels. (Author/CL)

The author describes an approach to helping dyslexic children by making the learning situation as painless as possible and helping students accept responsibility for more careful scrutiny and accurate decoding. (CL)

Describes uses of the microcomputer that can encourage the discovery that written language is meaningful, purposeful, and worthwhile. (FL)

Examines the sources of teachers' questions, as well as the type and quality of questions they ask in different reading groups. (FL)

The article discusses the teacher's requirements for knowledge regarding teaching as well as reading. A teaching model's seven components are reviewed as are components of a reading curriculum model. An alternative approach is proposed that focuses on school change. (CL)

Results of questionnaires completed by 150 school districts throughout the county revealed that reading programs for gifted students focused on enrichment, emphasized teacher recommendation in student selection, shared use of basal series with nongifted students, came under the regular classroom teacher's responsibilties, and featured high degrees…

Describes the use and advantages of a computer version of the Gunning Fog Index. Presents the program for input and use on a Radio Shack TRS-80 computer. (HTH)

A modification of the NIM (Neurological Impress Method, in which the reading disabled student sees, hears, and pronounces the words simultaneously) is described. The modification is explained to allow students to deal with more interesting materials. (CL)

An individualized reading approach is described in which teachers list specific sequenced reading objectives on separate skill cards, marking the date accomplished by special education students. (CL)

The author relates her personal experiences with reading instruction as a student and with reading. (FL)

Concludes that students' vocabulary scores improved significantly and their comprehension scores declined significantly over a three-month summer vacation period. (FL)

Examination of the effects of four content variables (phonemic elements, format, familiarity, and sequencing) on oral reading performance and comprehension of 15 learning disabled 9-12-year-olds revealed that three of the variables resulted in slower reading or reduced comprehension, while familiarity positively influenced performance. (Author/CL)

Special education students (11-14 years old) with poor reading skills make significant gains in handwriting, language, and reading when nontraditional materials, such as the newspaper and the daily lunch menu, were used. (CL)

Discusses reasons for using listening rather than reading as a preferred mode of instruction in inferring, then describes a procedure for helping children "negotiate" meaning from an author's implied statements. (FL)

Observations of reading instruction in Denmark revealed a calm attitude and informal atmosphere in the classroom resulting in a predominately literate society. (FL)