The article describes a reading program appropriate for the average deaf children without age-level language abilities. A top-down element features telling stories, reading aloud, creating narratives from the child's experiences, routines with picture books, functional literacy, and environmental print. A bottom-up component stresses letter…

The author examines research on the reading skills of students with partial vision, noting the educationally handicapping consequences (including problems in rapidly implementing alternative scanning strategies), and suggesting implications for placement and instructional decisions. (CL)

Two autistic children (5 and 13 years old) acquired functional sight-word reading skills in a play activity. Ss gained access to preferred toys by selecting toy labels in tasks requiring increasingly complex visual discriminations. Ss showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. (Author/CL)

Suggests ways in which folklore can be used in reading and language arts classes. (SRT)

Offers suggestions for (1) teaching college study skills, (2) using magazine and newspaper reports, and (3) outlining topics. (HOD)

Takes issue with articles appearing in "Reading Teacher" entitled "Portrait of My Son as an Early Reader." Argues that parents who teach their children to read at an early age may neglect or overlook other essentials of their physical, emotional, and social growth. (FL)

Summarizes Huey's and Vygotsky's characterization of inner speech and posits that Vygotsky's description of the inner speech process is optimal for explaining the role of oral language in the reading process despite objections from psycholinguists regarding the disparity of speech between silent and oral reading. (FL)

Presents psycholinguistic views of second language reading which see reading comprehension as a result of an interaction among three factors: higher-level conceptual abilities, background knowledge, and process strategies. Discusses kinds of reading to teach and kinds of texts and materials to select for different proficiency levels and given…

Learning disabled students face problems with content area textbooks in the areas of vocabulary, syntax, concepts, and appearance. LD students should be taught how to use their books effectively as well as how to study. Formats are suggested for guided reading in the content area. (CL)

Describes three reading modeling techniques for use with exceptional learners: (1) repeated readings (students reread a short, meaningful passage several times until satisfactory fluency is reached); (2) neurological impress (the child and adult model read aloud, simultaneously); and (3) imitative or echoic methods (the child repeats phrases or…

Reviews a line of research in which the readability of basal reader stories is assessed through a comparison of traditional and story grammar-based indices. Presents implications for the measurement of readability and the preparation of basal reader stories. (FL)

Argues that college reading should be taught in a holistic manner. Presents characteristics of college developmental readers and discusses several generalizations that should be considered when teaching college reading holistically. (FL)

Presents the language experience approach (LEA) as a supplement to and enrichment of the more formal approaches to reading instruction. Discusses four obstacles to implementation of LEA and describes the physical environment approach to it. (FL)

Describes the development of a reading and writing curriculum and adoption of the Writing to Read program in the early childhood education program of the Tulsa (Oklahoma) Public Schools. Focuses on factors leading to change in the program's curricular policies and on the characteristics and results of the new program. (PGD)

The story frame approach, in which teachers construct frames that become the focus of children's discussions and written assignments, can help improve educable mentally retarded children's reading comprehension skills. (CL)