Three criteria (transfer, integration, and induction) of initial reading instruction are described and exercises to evaluate the criteria are suggested. (CL)

A study of four methods of teaching vocabulary--an association method and methods using categories, context, and dictionaries--indicated that the context method was the most successful. (DD)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Concludes that there are significant differences in the attitudes of secondary teachers toward teaching reading in content classrooms, with English teachers scoring "positive" on the instrument used, and mathematics, science, and social studies teachers scoring "average." (DD)

Discusses the Computer-Assisted Instruction Project, under the auspices of the All Indian Pueblo Project, designed to help elementary Pueblo students to develop better reading skills through culturally relevant reading and the cloze technique. (RAO)

Discusses Lawrence Kohlberg's stages of moral development and suggests procedures both for analyzing moral issues in a story and for discussing these issues with children. (DD)

Reviews the history of remedial reading instruction for students with learning disabilities and clarifies the roles of the remedial reading teacher and learning disabilities specialist. (DD)

Suggests ways reading teachers can keep up with new children's books, obtain books, and motivate students to read. (DD)

Reports that of nine skills generally considered prerequisites for independence in comprehending written messages, one skill was found to be a false prerequisite, three were identified as possibly necessary but not sufficient for success, and five were associated with competency in the comprehending task. (FL)

Contends that critical reading, a viable skill that contributes to the development of well-integrated human beings, demonstrates the simultaneous achievement of affective and cognitive goals. Stresses that through the integration of affective and cognitive behavior, the critical reader becomes an autonomous being. (FL)

Describes the use of silent film classics as a way to teach reading, vocabulary, and grammar and to stimulate interest in reading books related to the movies shown. (TJ)

Discusses uncertainties in regard to the usefulness of the oral reading miscue analysis explained by P. David Allen and Dorothy J. Watson in their book "Findings of Research in Miscue Analysis: Classroom Implications." Notes that various problems of interpretation still surround the theory and workings of this procedure. (TJ)

Lists twelve activities to encourage children to enjoy reading. (MKM)

Assesses the "state of the art" of content reading, pointing to significant strides that have been made in dealing with the needs of content area reading, as well as to significant advances that still need to be made. (Author/GT)

The relation of reading comprehension and information retention is discussed with emphasis on teaching methods and learning activities. (DS)