Prosody is a means for "reading with expression" and is one aspect of oral reading competence. This theoretical inquiry asserts that prosody is central to interpreting text, and draws distinctions between "syntactic" prosody (for phrasing) and "emphatic" prosody (for interpretation). While reading with expression appears as a criterion in major…

This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two…

Susanna, a young girl from a low-income Chinese immigrant family, develops her oral language proficiency quickly in Head Start and kindergarten; however, she needs more support in her reading and writing. This case study examines an unusual journey of Susanna's learning to read and write in English. Observations in her home indicate a home with…

Determines what elementary teachers' believe are the most effective assessment practices for gathering data about the reading performance of their students. Finds that teachers perceived all reading assessment as having some degree of merit. Examines the views of beginning and experienced teachers, as well as primary and intermediate teachers. (SG)

Explains that shared reading uses a familiar text to help children engage in the act of reading even before they can independently decode words. Describes how it works in a kindergarten classroom within a balanced literacy curriculum and the teacher's role in its effective use. (PA)

Studies the effectiveness of weekly vocabulary studies on students' proficiency in using contextual analysis and students' attitudes toward words and word learning. Finds that students made a significantly greater improvement in their ability to use contextual analysis than did students in a comparison group. Notes a slight increase in student…

Discusses in detail a three-step lesson for a remedial reading group of nine-year-old students. (JM)

Presents and discusses diagram showing that reading is one function of thinking; a person who is reading is thinking, while a person who is not thinking cannot be reading. (JM)

Discusses some of the unique problems within higher education which are present as a result of an open-door policy for students. (JM)

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)

Suggests using drama as a technique for improving reading comprehension, reading skills, and language abilities. (RB)

An investigation of the relationship of four perceptual and perceptual-motor skills to two measures of reading achievement in normal and learning disabled children in the second grade suggested that deficits in perceptual skills are not highly related to reading performance. (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)

A study of Eric Hoffer, a self-taught reader, and his writing is suggested to demonstrate that the ability to read is important to thoughtful, reflective people. (MKM)