Argues that the use of semantic webs (a means of organizing a subject visually) can help students focus on the social issues in their reading and discussions of literature. (Author/FL)

Describes "Bookmatch," a computer program that attempts to match children with just the right book. (FL)

Presents material available for use that ties in reading and television and asks questions about the future of TV in reading instruction. (MKM)

Considers some research evidence, and extracts from it strategies and techniques that could profitably be used in the classroom. (HOD)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

Presents a model for teaching proverbs as a way of improving reading comprehension and abstract reasoning powers in students. (Author/FL)

Presents an annotated bibliography of 31 wordless picture books drawn from those published since 1972. (FL)

Reports that first grade children could be taught auditory perceptual skills, but that this training did not have a significant effect on their reading achievement. (Author/FL)

Reviews various commercial materials for use in preparing story dramatization activities. (FL)

Discusses the characteristics of slow learners, learning for mastery, commercially prepared materials for use with slow learners, grouping practices, and parental involvement. (FL)

Reveals little research exploring the comparison between diagnostic and survey testing in postsecondary reading and a lack of consensus regarding the most effective and efficient methods of testing, diagnosing, and remediating the developmental postsecondary population. (Author/FL)

Reviews studies that have investigated the relationship between reading comprehension and the frequency of occurrence of syntactic structures in children's oral language. Shows that children have difficulty comprehending written materials that contain unfamiliar syntactic structures. Discusses the instructional implications of the findings.…

Explores reading instruction by teachers other than remedial instructors, the significance of remedial programs, and some of the problems remedial programs face which administrators should take into account. (HTH)

The data revealed that teachers have relatively little formal training in reading instruction and continue overwhelmingly to use the basal reader for a large percentage of the instructional time spent teaching reading. (Author)