Examines the need for the evaluation of syntactic complexity of instructional materials in order to match them to students' needs, discusses the shortcomings of traditional analysis, and provides activities that can be used to introduce syntactic structures to students. (HTH)

Reports that (1) the most common organizational pattern used by teachers for reading instruction is to divide the class into three subgroups and (2) students rarely move from one group to another. (FL)

Describes a procedure that allows teachers to identify and order the instructional needs of children through the use of an informal reading inventory. (FL)

Describes the S4R reading/study system, discusses each of its components (survey, read, recite, review), explains how it is used by the teacher in the classroom, and reports initial research findings concerning its use. (FL)

The task of the supervisor is to help the reading teacher learn and use tactics and strategies for improved questioning of students. (Author)

Because of recent educational innovations with regard to learning disabilities, more effective methods are being sought for informing the school staff about new developments. A model is presented for establishing and implementing a staff development program in reading. (JN)

Because other instruments designed to test elementary school teachers' reading knowledge competencies were faulty in various aspects, a new instrument that overcomes drawbacks in questionable validity, test content, and norms was developed. (CJ)

Describes a method for using children's own dictated stories for assessment purposes. (FL)

Reading in the hearing impaired student is considered in terms of syntax, semantics, pragmatics, processes, and developmental programing. (SB)

Claims that choral reading of poetry can increase children's appreciation of poetry and extend their interpretive reading skills. Reasons to include such an approach in a curriculum are tied to child development theory. Attention is given to ways to plan such classroom activities. (Author/DB)

Discusses the language experience approach to remedial reading as a method to move the high school student with poor reading skills away from instructional techniques with which the student has experienced difficulty and into a no-fail reading situation. (HTH)

Outlines the content, method, and initial evaluation of a two-day workshop designed to teach basic reading monitoring skills to parents. (HTH)

Cites materials in the ERIC system dealing with the importance of using good literature for children's reading materials, as well as suggestions to help teachers bring children and good books together. (HTH)

A cognitive theory of readiness is offered as a possible explanation of the learning problems of learning or reading disabled secondary students. A discussion of the implications of the theory for secondary content area reading is included along with a model for implementation of the readiness components. For related information see EC 132…

Explores children's predicting and inferencing strategies for understanding written materials by analyzing an example of one second grader's oral reading. Discusses theory of reading comprehension processes, as well as how teachers can develop student's predicting and inferencing abilities at word, sentence and suprasentential levels. (RH)