Explores some of the differences in learning styles of adult students and suggests some reading strategies appropriate to the adult's learning needs. (HOD)

Commonalities and variations across basal reading programs are discussed. The major physical and instructional components are described, including instructional materials, teachers' guides, and management systems. It is asserted that familiarity with basal programs is useful for the school psychologist. Procedures are suggested for acquiring…

Reports that reading researchers are now debating whether reading is a bottom-up or top-down process. (FL)

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Suggests activities for teaching students to put story events in the proper sequence when they read and write. (FL)

Offers suggestions for effective use of the Directed Reading-Thinking Activity developed by R. Stauffer. (FL)

The first of two concerning children's periodicals, this column describes five such magazines that present information from various disciplines in a compelling way. (FL)

Discusses parental involvement in education. (FL)

Describes a readability formula to help teachers of Vietnamese students who have relocated in other countries. (AEA)

Presents an inventory through which teachers of adult beginning readers can plan instruction, select materials, assess student growth, and make recommendations to publishers. (AEA)

After six weeks of reading instruction using a microcomputer, 10 deaf children (three to six years old) demonstrated significant improvement in word recognition and identification. Results suggested that instruction should take advantage of the young child's cognitive readiness regardless of his/her primary mode of communication. (CL)

Presents a test that teaches test-taking strategies and that can be used to reduce students' test anxiety. (AEA)

The author reviews his experiences in remediating reading problems of learning disabled students through hypnotic and nonhypnotic suggestion. Research on the use of hypnosis is briefly summarized and recommendations on the use of nonhypnotic suggestion in the classroom are given. (CL)

The authors apply the statement-pie approach (in which the reader is trained to look for the two major categories of concepts--the statement or major topic of the passage, and the information which supports the statement) to the teaching of reading and writing skills to elementary level mildly handicapped students. (SB)