Offers an instructional strategy that could be adopted by teachers and modified to fit a variety of classroom reading situations: DIRP--demonstration, interaction, reclarification, and practice. (FL)

Reviews research findings that suggest that literacy is nearly universal and that interest in reading is at an all-time high in the United States. (FL)

Using plastic letters and capitalizing on tactile cues can help reading disabled students sort out perceptual confusions. Three case studies depict the tactile approach's value in teaching reading and spelling as well as in promoting generalization. (CL)

Discusses the concept of reading flexibility; suggests a two-step instructional procedure (termed ReFlex Action) for teaching children to be flexible in reading rate and purpose. (DD)

Examines the various approaches to reading instruction, their merits and shortcomings, and advocates a blend of all approaches for literacy that is fulfilling rather than mechanical. (HTH)

Contends that the acquisition of fluent reading competency involves beginning readers' tacit recognition that they must learn to compensate for the absence of prosodic cues in the written signal by making use of the cues that are preserved. (HOD)

Suggests that by modifying the manner in which workbook pages are presented to students, teachers can increase their effectiveness as teaching tools. (FL)

Discusses various documents in the ERIC system that suggest ways that reading teachers can work with children of divorced parents. (FL)

Examines the reading processes of dyslexic children and discusses schema theory and story grammar, two concepts popular with those who espouse the top-down model of the reading process. (HTH)

Seven youths from a residential treatment facility for juvenile offenders served as Ss in a study designed to train minimally literate individuals to read and complete job applications. All Ss' scores on the Master Employment Application increased as a function of the training program and were maintained in a two-week followup. (Author)

Offers Request, the Directed Reading-Thinking Activity, the Expectation Outline, the Prereading Guided Reading Procedure, Word Wonder, and Semantic Webbing as techniques that use many of the basic principles of the directed reading activity while adjusting to the needs of specific materials and students. (FL)

Describes a study that examined whether high school special education students' scores on a phonics test could be perceptively increased through the use of a selected course in phonics and phonetics. (FL)

Analyzes a shift in the view of the reading process and suggests a modified view of the learning-to-read process as a constructive process. (MKM)

Irreverently examines Rudolph Flesch's theories for teaching a child to read "properly." Alternatives to Flesch's method are also given. (HTH)

The author introduces 10 articles on language arts and learning disabilities (LD) and presents evidence for her contention that reading should be viewed within the context of a general model of language. For related information see EC 132 759-768. (CL)