Describes a game used to teach adults to recognize and comprehend words and phrases basic to their lives. (TO)

Presents a structural approach to word pronunciation consisting of six guides that do not require distorting a word's appearance in any way. (TO)

Recommends the association of teachers and children in teacher education courses to get to know each other by working together, not as teachers and pupils, but as learners together. (Author/RB)

Describes thirteen reading vocabulary lists and draws comparisons between the Harris-Jacobson list and twelve other lists, finding a high degree of agreement on the most common 2,000 words but considerably less agreement on the reading levels and relative frequencies. (RB)

Lists ten common flaws found in reading workbooks, kits, and other materials and provides examples of each drawn from specific commercially-prepared materials. (TO)

Contends that the differences between spoken and written syllables make the teaching of syllabication as an aid to increased decoding skills questionable. (TO)

Stresses that defective teaching procedures must be recognized, isolated, and eradicated and suggests several ways teachers can evaluate their teaching. (TO)

Questions when the reading difficulties among secondary students can be normally expected and when these difficulties should cause alarm. (TO)

Author considers two of the major issues in reading debated in the sixties: how to start; when to start. (GB)

Presents i.t.a. in a way that enables a teacher to learn the i.t.a. code individually and describes i.t.a. on the basis of American pronunciation. (TO)

Discusses what studies of i.t.a. throughout the past eleven years have revealed for teachers and researchers in the field of reading. (TO)

Offers suggestions to students for developing realistic approaches or attitudes to reading, thus making reading more meaningful. (TO)

Describes a reading program geared to meet the current needs and interests of inmates aged fifteen to 45. Also discusses implications derived from the program and of benefit to other reading instruction. (TO)

Ten disadvantaged 3rd grade Ss were tested on their recognition of words judged to be either emotionally charged or or emotionally neutral, given instruction, and retested. (DB)