Presents one way to approach the problem of extracting key concepts from social studies reading materials through the use of concept-formation study guides; includes an example of a study guide for helping fourth or fifth grade children in concept formation. (JM)

Describes how to use a "natural language" technique that makes use of stories that contain predictable language patterns (such as those with words that are repeated or that rhyme) in teaching beginning reading. (MKM)

Describes strategies for building comprehension and teaching techniques that encourage readers to use their knowledge of language and their experience to make sense of material they are reading. (MKM)

Suggests discussion or retelling of a story as a vital component in making bibliotherapy work. (MKM)

Explains the use of a parallel scheduling technique for reading instruction to provide varied instruction for different groups of students according to their needs. (MKM)

Suggests an instructional technique called sentence building as a means of developing the ability to write more complex sentences and to read more complex sentences with understanding. (MKM)

Describes a process of chunking information whereby information is clustered into more compact thought units, such as phrases or clauses, and is then reformed into increasingly larger units of information. Notes that this technique is useful in aiding students to read subject area material. (MKM)

Describes ways that a library can be used as an integral part of a school reading program. (MKM)

Suggests that content reading teachers set goals for their reading assignments as a method of helping students learn from textbooks and read the assigned material critically.

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 the growing respect for science fiction as a genre of literature and discusses possible uses of science fiction in the classroom. (MKM)

Explores the child's use of language and suggests way to promote language development in the classroom. (MKM)

Presents a checklist that principals can use during classroom observation that provides objective information that can be discussed with teachers later. (MKM)

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)