Questions the validity of the Nelson-Denny Reading Test to measure growth in a rapid reading course for adults. (AEA)

Recounts the experience of teaching a star college athlete to read. (AEA)

Provides a guide for designing lessons for teaching content area reading in the elementary grades. (FL)

A reading skills course at Catonsville Community College (MD) helps deaf students increase functional vocabulary and improve basic English skills such as morphology, syntax, and sentence construction. (Author/CL)

Presents a computerized readability scoring system that allows for the calculation and comparison of several formulas with no corresponding increase in teacher effort. (FL)

Uses illustrations from three different editions of "The Pied Piper of Hamlin" to demonstrate that readers bring their own intepretations to a piece of literature and that writers choose a variety of words, word combinations, and comparisons to describe what they perceive. (FL)

Presents a plan for developing a reading prescription that includes diagnosing the reading difficulty of students, listing objectives, holding conferences with students, applying directed instruction, providing self-directed practice, evaluating, and resetting goals. (FL)

A method of teaching phonics to primary grade disabled readers which combines analytic, synthetic, and linguistic methods is described. The method involves starting with sight words, starting phonics synthetically with consonants, teaching other consonants analytically, adapting linguistic methods for vowels, and encouraging the use of context.…

Identifies several reasons why children do not enjoy reading, including rote learning, unjustified reduction in number of words contained in primers, patronizing of the reader, unnatural sentence structure, and teacher dominance. Describes a Swiss reading program as an example of a better alternative to American primers. (DC)

Describes how to record storybooks in a way that slow readers can follow and how to set up a story center where they can listen and read. (FL)

Cites a number of references from linguists and other researchers about the relative unimportance of knowing where to divide words according to rules. Offers alternative ideas for teaching syllabication. (FL)

Examines the origin of the Delphi technique of needs assessment and explains how the technique may be used in determining a school's reading program needs. Discusses also how Delphi has been used as a teaching technique. (FL)

Reviews the research concerning correction behavior and offers suggestions for encouraging students to correct miscues in oral reading. (FL)

Distinguishes between computer assisted instruction and computer managed instruction and relates some of their applications to the reading classroom. (FL)

Concludes that there was no significant difference in the reading proficiency of second-grade students who were taught with an experimental reading strategy technique and those taught with a traditional method of reading instruction. (FL)