Argues that an understanding of the psycholinguistics of the reading process can provide a foundation for instructional decision making in secondary and college reading classes. Discusses factors affecting reading comprehension. Provides exercises to help students use prior knowledge about the nature of language to overcome reading difficulties.…

Suggests that by using a variation of the language experience approach, teachers can facilitate the learning of both science and reading. (FL)

The experience chart, perceived as a reading instruction method for early primary grade students only, can actually be used on any grade level. There are a plethora of reasons for using experience charts in reading instruction for low achievers among middle school readers, including the following: content is based on background experiences of…

Evaluates some of the 100 different teaching approaches to beginning reading and reading theory. (Author/RB)

A first grade teacher relates various techniques, based on her knowledge of linguistics, which she uses to teach reading and language awareness; illustrated. (RD)

Lecture given before the Annual Conference and Course on Reading (23d, University of Pittsburgh, Pittsburgh, Pa., July 10-21, 1967).

Lists suggestions for implementing a reading-for-meaning instructional approach that focuses on the development and comprehension of language. (FL)

Presents examples of young children using written language. Shows teachers and parents what they can learn from children's developing sense of written language. Suggests activities by which parents and teachers can spur child language development. (RL)

Presents a method, based on the language experience approach, for informal diagnosis of young children's awareness of the technical aspects of print. (FL)

Contributors offer the following suggestions: use the language experience approach with adult beginning readers, remediate adolescent reading attitudes via parents, force students to think through self-propelled reading lessons, and establish a teacher workshop using the participants' content area textbooks. (HTH)

Demonstrates briefly the naturalness of dialect variation in American English, examines the implications for reading instruction of recognizing the naturalness of dialects, and provides a list of references for the professional development of teachers of children who speak dialects other than standard English. (ET)

Suggestions are made for a five-day cycle of activities that can be used with primary students to reinforce language from stories they've dictated. Some activities are teacher-directed, while others can be completed independently. The activities can also be adapted to group-dictated stories. (Author/SJL)