Offers five suggestions for differing the format of the traditional book report. (MKM)

Tape recording part or all of books can be a help to students reading below grade level. (MKM)

The responses to an informal survey of the states indicate that most states are either giving competency tests, developing them, or making plans to do so. Many aspects of the current practices and trends need study and discussion. (Author/IRT)

Trade books offer many possibilities for teaching reading and writing skills. (MKM)

Teacher characteristics and student variables go together to constitute a reading instructional program. (Author/MLF)

The extent to which a developmental program of tactile perception and braille letter recognition would affect errors in these abilities and reduce scrubbing and backtracking behaviors of 30 legally blind braille users (5-15 years old) was studied. (Author/BD)

Discussed is the Connectionist-Cue Concept (3 Cs Method), an approach to helping young reading disabled children see the relationship between visual symbols and speech sounds. (CL)

Suggests that the kinds of research likely to have an impact on future instructional systems will have an emphasis upon the learner and the validity of his or her own purposes and backgrounds. (HOD)

Proponents of multimodal education believe that children will enjoy reading more and will read better if counselors, reading teachers, and curriculum specialists cooperate in developing instructional strategies that focus on each are of the BASIC ID. This article examines each facet of a multimodal reading program. (Author)

Suggests that the speech teacher's knowledge of phonetics can be valuable in assisting reading teachers with the teaching of phonics. (MKM)

Describes individualized programs for migrant children. (MKM)

Teaching skimming techniques in a college compensatory reading course helped students gain in both speed and comprehension skills. (MKM)

Critical reading lays a foundation for problem-solving ability and, ultimately, more intelligent behavior. A reading program designed to teach critical reading skills is briefly described. (Author/IRT)

Word-learning and reading-readiness tasks administered to inner-city kindergartners indicated that readiness skills included both a general skill that predicted success for both sight-word and sound-symbol methods of instruction and other specific skills which predicted success for only one method of instruction. (AA)

Urges teachers to guide their teaching by an understanding of what children are like and discusses the importance of teaching reading as a meaningful communication process. Available from: Query, Saskatchewan Reading Council, c/o The Saskatchewan Teachers' Federation, P.O. Box 1108, Saskatoon, Saskatchewan S7K 3N3. Automatically sent to members of…