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)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Concludes that literature can serve the basic skills by providing a very powerful incentive for their mastery. (MKM)

Outlines a parent-teaching program whereby the parents provided assistance on an exchange basis instead of working with their own children. (HOD)

Tells how secondary school writing workshops can be useful in motivating disabled readers to read each other's work. Describes three writing activities that emphasize writing, yet necessitate reading. (GW)

Suggestions for improving affective factors in remedial reading programs include conveying positive expectations, encouraging student perceptions of success, and maximizing individual achievement. (MKM)

Suggests ways that industrial arts and vocational education teachers can use shop activities for which student motivation is high to teach reading skills. (MKM)