Provides annotations to eight documents in the ERIC database on the subject of content area reading and vocabulary development. (SG)

Discusses problems associated with ability grouping in reading, including issues related to group placement, inequality of instruction and treatment, and classroom management. Considers the affective consequences of grouping, and suggests alternatives to ability grouping in reading. (RS)

Suggests that reading instruction, guided by a knowledgeable and sensitive teacher, is one means of complementing and facilitating oral language learning for the language-impaired child. Argues that the complex relationship between reading and oral language must be explored in depth. (RS)

A rationale is presented for the use of bibliotherapy with students who are gifted. Teacher responsibilities and the bibliotherapeutic process are explained. The process is then applied in a unit on perfectionism in literature for high school students and for elementary and middle school students. (JDD)

Warns that college reading instructors must be aware that standardized tests do not measure the types of skills taught in reading classes. Argues that reading instructors need to develop an awareness of what the scores on standardized reading tests do and do not tell them. (RAE)

Offers 10 considerations for reading teachers or supervisors who are presenting computer oriented workshops. (RAE)

Describes how current insights into literacy, teaching, and learning as social, collaborative processes can be incorporated into college reading and study skills classes. Suggests several cooperative activities and strategies, including small group discussion, forming permanent study groups, and sharing study habits. (MM)

Describes several approaches for teaching vocabulary words as concepts, including semantic mapping, semantic feature analysis, and the Freyer Model, a seven step model of concept development. (MM)

Explains how charting cause and effect in expository texts can increase students' knowledge of text structure. Provides a sample effect and cause chart. (MM)

Suggests ways to teach reading skills in context by drawing students' attention to general text elements, such as semantics, syntactics, graphophonics, print conventions, and creativity. (MM)

Little evidence exists to support Marie Carbo's notion that matching teaching methods to individual reading styles is superior to more traditional instructional approaches. This article refutes Carbo's claim that children can be readily divided into reading styles and that matching instructional and reading styles will produce better student…

Presents a portrait of a reading teacher so that readers will reflect on their own stories and examine their practices of reading instruction, their knowledge and beliefs, and how all these elements of teaching are interrelated. (RS)

Describes an eight-day high-intensity speed reading course offered in a high school as an alternative to classroom reading instruction. (SR)

States that in the 1970s, sight words existed in a "topsy-turvy world" in which the variety of definitions was confusing. Suggests that readers recognize sight words as single, holistic units without segmenting and attending to letters one at a time, and without sounding out and blending letters sequentially. Explains the connection…

Intensive reading practice using recorded books permits teaching to the levels needed for success. High interest, high-level reading material recorded in small amounts with a slow pace and short phrases can accelerate the progress of low-level readers. (SK)