Use of reading and writing to enhance oral communication skills requires analysis of the individual's performance; understanding of the interaction among auditory, oral, and written language disorders; integration of speech-language and educational services; and attention to skills of phonemic discrimination, auditory verbal comprehension, word…

Describes the organizational and linguistic skills that enable a reader, first, to interpret the statements in a text and their relationship to each other, and second, to judge the relative importance of these statements. Considers the interrelation between the two types of skills and how this applies to instructional strategies. (SED)

Proposes a pyramid organization for constructing theories of reading. Discusses each category of the proposed organization: (1) readers and learners, (2) materials, (3) tasks, (4) situation organizers, and (5) settings. (FL)

Notes that single-subject designs, developed in clinical settings, are now being used for diagnosis and instruction in the schools. Discusses their importance to the teacher. (FL)

The application of the kinesthetic method to spelling, writing, and reading is described and a study of the method's effectiveness is compared to conventional approaches. The kinesthetic method proved more effective as the at-risk (experimental) Ss did significantly better than students not considered at risk (control Ss) in a normal classroom.…

This study of 98 sixth graders examined the effectiveness of reading and/or writing instruction in social studies that focused on text organization, main idea statements, and important supporting details. Results indicated that students who received reading instruction generally had better recall of textbook material than students without reading…

Poses the question of whether reading researchers should acknowledge that different definitions of reading are really geometries, each with its own set of theorems and means of validating its hypotheses. (FL)

If students are to become educated readers, they will need to include sentence appreciation in their repertoire of skills. The differences and interrelationships between sentences with conceptual and aesthetic order are examined. Implications for classroom practice are also discussed. (RM)

Describes a content-oriented instructional method that relies on the vocabulary resources of a group of learners to help them understand the impact of words in various contexts. (FL)

The review of research on teaching of reading to learning disabled (LD) students first examines past conceptualizations of LD, favors the hypothesis that LD students fail to deploy cognitive resources effectively, examines recent research on teacher effectiveness, and suggests 10 strategies for teaching reading to LD students. (Author/MC)

In an interview focused on his book "On Learning to Read: The Child's Fascination with Meaning," Bruno Bettelheim explains why he thinks reading primers are insulting and demeaning. He asserts that the absence of content in the primers teach children to dislike reading. (ML)

Posits the premise that academic written discourse in English is conceptually hierarchical and illustrates this by contrasting hierarchism as a linguistic concept to the concept of linearity. Presents a sample lesson (Hierarchical Model) based on this premise and discusses the advantages of teaching reading through this model. (SED)

Describes 44 methods for introducing, reinforcing, and extending vocabulary in the reading program. (FL)

Examines the quality of basal readers and textbooks, discusses some of the forces affecting textbook quality and selection, and offers suggestions for coping with less-than-adequate reading materials. (FL)

A Los Angeles, California, project that infuses reading and language into the health curriculum allows teachers to give additional reading instruction without sacrificing time or curriculum content; it shows that communication skills can be infused successfully into the broader curriculum. (Author/DCS)