According to this study using both physiological and word recognition error criteria to ascertain students' reading frustration level, repetitions should be counted as errors to obtain authentic reading level scores on informal reading inventories. (TO)

Reports that neither residual nor crude gain methods were more effective in measuring reading improvement gain at the elementary level. (TO)

Encourages placing primary emphasis on reading as a process of deriving meaning in remedial reading programs and discusses the changes necessary to accomplish this approach. (TO)

Proposes the need to isolate differences in languages and universally define reading failure. (TO)

Reports a study supporting the teaching of auditory analysis skills to prekindergarten children. (TO)

Proposes a Gestalt version of the word family approach to phonics instruction as a way of reducing the number of phonetic units a child must learn to gain total phonetic control of the English language. (TO)

Suggests ways to increase students' vocabulary in a developmental reading program. (TO)

Teacher questionnaire indicates that curriculum and instruction can change the organizational pattern. (TO)

Sees reading not as a subject to be taught but as an integral part of an open classroom that fosters some basic principles of learning. (TO)

Suggests eleven ways to increase the cohesiveness of a group and five ways to decrease lack of cohesiveness among group members. (TO)

Lists four areas of reading activity that encourage interaction and mutual contributions between students and teacher. (TO)

Suggests restructuring the elementary school staff to better use each individual's talents and skills and to facilitate teachers' learning from one another. (TO)

Suggests several innovations in classroom physical environment that can facilitate students' learning to read and encourage their reading. (TO)

Reports a study of the ability of Black children to hear final consonant blends even though they may not or cannot pronounce them. (TO)

Reviews research using sentence length as a factor in predicting readability and discusses the possibility of sentence complexity as a more accurate variable. (TO)