Offers four methods for improving the reading fluency of poor readers: three-minute repeated timings, repeated readings, taped reading, and model reading. Suggests that these methods allow the poor reader to attend to meaning. (FL)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Children who are reading well as they enter first grade usually have extensive vocabularies and good retention. Teachers should assess the students' various levels of reading ability (word recognition and comprehension) to plan a program with differentiated methods. (CL)

Reading for primary level gifted children should provide for more appropriate experiences than by mere adaptations of the regular reading program. Early identification should be followed by small group instruction in which gifted students are encouraged to read widely, creatively, and critically. (CL)

Argues that a successful adult basic education program should recognize the differences between younger students and adults, provide a setting in which adults' dignity is not threatened, carefully diagnose each adult's needs, and prescribe and implement a program to meet those needs. (FL)

Examines the elements in the text, within the reader, and within the environment that now comprise the broader meaning of the term "context." Discusses how these interrelated elements influence reading comprehension. (HTH)

A project designed to help regular teachers individualize learning for reading problem students in England focused on six crucial needs, including maximization of school resources and collaborative involvement. Pilot projects revealed this decentralized approach reached more than three times the number of children as a more traditional approach.…

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Argues that bibliotherapy can be used to help children develop reading comprehension skill and to use that skill to understand their own personal and social development in a better way. Provides a list of books suitable for bibliotherapy. (FL)

Discusses the generalizability of educational research and uses the area of main idea comprehension to illustrate how a line of research can be overgeneralized and lead to unfounded conclusions and pedagogical implications. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Reviews ERIC documents that provide information about the use of illustrations in reading materials. (FL)

Provides an annotated bibliography of materials dealing with adult reading. (AEA)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Begins a series of presentations on European researchers with a discussion of the work of Francois Richaudeau, who has closely examined the association between reading and writing. (HOD)