Four variations of the cloze procedure were tested. It was concluded that the matching procedure is best suited for testing English-as-a-second-language students at the elementary level. (Editor)

Describes a method of motivating students to read by using the uninterrupted sustained silent reading method. (MKM)

Establishes five premises on which language-centered reading is based and makes five recommendations for language-centered reading instruction. (DD)

Reports the findings of experiments that suggest that much of perception, even to high interpretive levels, is automatic and independent of intention or consciousness, and that the production of words in reading may involve problems that have nothing to do with articulation, even if the words have been identified. (GT)

Suggests classroom activities to prepare students for reading. (DD)

Jeanne S. Chall, Roger Farr, John C. Manning, Robert B. Ruddell, Russell G. Stauffer, Dorothy S. Strickland, and Richard L. Venezky comment on significant developments in reading during the 1970s, hopes for the 1980s, and important references dealing with teaching children to read. (DD)

Describes the use of a structured language experience approach and an imitative, or taped book, approach to teaching reading to children who were reading with difficulty. (MKM)

Describes a study of the visual discrimination abilities of children who varied in their ability to recognize words. Indicates that visual discrimination skills of the type needed to discriminate between single artificial graphemes do not seem essential for the word recognition aspect of reading. (TJ)

Reports on a training class for teachers in which the technique of using learning centers was used to help them learn a body of material. Points out the importance of demonstrating an idea rather than merely talking about it. (TJ)

Two studies were conducted regarding the reading instruction of hearing impaired children. (Author/DLS)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)

Describes the use of popular song lyrics as a method of improving the reading skills of teenagers in remedial classes. (MKM)

Analyzes information in the ERIC data base which concerns mastery learning and mastery testing with emphasis on the secondary school. (MKM)

Specific methods are suggested for reading instruction of visually handicapped and hearing impaired children in a regular classroom. (MKM)