A rationale for the teaching of reading in conjunction with the teaching of science is developed and illustrated. Specific activities at elementary, middle, and secondary school levels are discussed in terms of the reading skills involved and the science processes stressed. (AA)

This bibliography of articles, books, and ERIC documents related to reading in the secondary school is divided into eleven sections: general, art, business education, English, industrial arts and vocational education, foreign languages, health and physical education, mathematics, music, science, and social studies. (AA)

This handbook discusses various topics of interest to reading consultants for the elementary level: beginning reading, word recognition, phonics, vocabulary development, comprehension, reading skills in the content area, individualized approaches to instruction, creative reading, the disadvantaged child, audiovisual aids, reading speed, reading…

This summary of the Eugene, Oregon, district elementary schools' reports on their reading programs includes information on materials, articulation, organization, personnel, evaluation, volunteers, and time. (JM)

Tells how teacher developed books increased students' motivation to read. (RB)

Reviews recent literature in the Educational Resources Information Center (ERIC) on the reading and learning difficulties of slow learners. (RB)

A continuous reading program is presented that has developed basic skill sequences in all areas of reading and set forth behavioral statements for each skill.

Several studies have shown that repeated readings improve reading fluency and comprehension. (MKM)

Offers guidelines for effectively organizing materials in in-service reading programs. (RL)

Concludes that any systematic and well-organized approach addressing basic reading skills will provide reading improvement, since both approaches that were examined (DISTAR and the Integrated Skills Method) show the same degree of success. Considers diagnostic instruments not particularly useful in planning remedial instruction, but recommends…

A group of 190 third through sixth graders were given either 6, 16, or 26 months of reading instruction with functional color components (FCC) of parts of words. Another 160 children in the same schools did not recieve FCC instruction. FCC brought about improvement in reading scores. Nondisability children showed greater improvement. (Author)

Describes how pornographic books were used in a successful three-month program designed to teach 15 low-income adult males how to read. (DD)

Considers some strategies for helping secondary content area teachers find effective ways to teach their students specific techniques for handling the materials they have to read. (MKM)