Discusses some of the various definitions assigned to reading. (MM)

Examines the role of linguistics in teaching Black children to read. (MM)

The questions and answers in the article are from a series of meetings by Madison, Wisconsin's reading consultants and elementary school principals. The meetings were held to establish criteria to help intermediate grade teachers improve reading instruction. (Author/MF)

A mobile reading laboratory used in a remedial reading program in an Oklahoma school district is described. (DB)

The teacher must recognize the legitimacy of the dialect speaker's language by insuring that beginning reading materials accurately reflect the language and experience of the child. Each child should dictate and then read his own language. (Author)

Article explains series of programs by British Broadcasting Corporation, designed to help slow readers, by presenting exciting material, read aloud, while children read along in class, thereby enabling the children to make the connection between the characters on the page and the excitement of the story being read. (JB)

Author concludes that the evidence from the science of phonetics and from the experimentation with dictionary syllabication shows that dictionary forms of word division are inappropriate for use in teaching reading and spelling. (Author/RY)

To improve reading skills, an automated tutorial program with immediate feedback and a token rewards incentive system, was given to a sixth grade class of culturally disadvantaged retarded readers. Significant improvement in reading skills was shown after a 4-month program period. (MK)

An assessment is made of the initial teaching alphabet method of teaching reading 10 years after its introduction. (DB)

Shows that illustrations of even the most seemingly common objects may not be recognized by children and that nonrecognition may defeat the purpose of materials, such as dictionaries, which are designed for independent work. Bibliography. (RW)