Suggestions from readers include a list of 144 practical things to read, and ways to use sustained silent reading in the secondary school classroom. (MKM)

Urges reading teachers to use simulations and provides some examples. (HOD)

The word identification directives developed by the Exemplary Center for Reading Instruction (ECRI) were modified for use in a Total Communication integrated classroom with seven hearing impaired third graders. Pilot tests showed that the hearing impaired students substantially increased their reading and spelling vocabularies. (Author)

Argues that consideration for the amount of risk taking a child can productively tolerate can have direct implications for designing the structure of a reading session in such a way that the child experiences success. (FL)

Suggests ways that teachers can use the limited Asian American children's literature to introduce their classes to students who are of Asian heritage or who are Asian immigrants. Lists 10 good Asian American children's books. (FL)

Presents evidence for the validity of a scale of questions that reflects levels of difficulty in reading comprehension. (FL)

Surveys the literature concerning remedial reading in the United States, with particular attention to new developments in treatment in the areas of medical, psychological, and education therapies. (Author/FL)

Reports that reading in unison, reading silently, and reading orally to partners were all successful in reducing oral reading errors in primary school students, but that unison and silent reading were more effective at error reduction than was reading orally to partners. (FL)

Reports that learning to identify explicitly the structure of a story does not increase the amount or type of story information that fifth grade students recall. (Author/FL)

Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)

The attention patterns of 64 average readers from two age groups, selected on a high/low socioeconomic basis, were observed during reading lessons. The younger high socioeconomic group and the older low socioeconomic group showed greater attention to reading, as did the older group overall. (HTH)

Describes a study technique that encourages college students to develop their own strategies for improving their study skills. (MKM)

Students learn in Exemplary Center for Reading Instruction (ECRI) classrooms because they respond more frequently and use their time more productively. (Author)

A workshop for primary teachers demonstrated the effectiveness of the language experience approach with bilingual students. (DD)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)