Provides a picture of remedial reading instruction based on three views: (1) an observational study of Chapter l programs; (2) an observational study of 79 Chapter l teachers in a large city; and (3) an analysis of the case reports of a college reading clinic. Calls for reform based on theory and research. (NH)

Reviews the Screening Assessment for Gifted Elementary Students (SAGES) noting that, unlike most instruments currently used to identify children who may qualify for gifted education programs, this test was designed specifically for that purpose. Notes a secondary purpose of the test is to reduce bias in the testing of gifted children. (NH)

Suggests, based on classroom observations, that teachers with a knowledge of reading research and the ability to organize instruction are better able to provide effective instruction for poor readers. Emphasizes the importance of increased time on reading tasks, direct instruction, and process writing activities. (ARH)

Suggests that automaticity in decoding, a prerequisite for skilled reading, results from direct instruction in decoding skills and extended practice in comfortable reading materials. (ARH)

Describes the process of mental modeling, a technique for helping poor readers become strategic readers by increasing their metacognitive control. (ARH)

Presents three principles for working with poor readers in the upper elementary grades: (1) bring the class together as a literate community; (2) integrate reading and writing instruction; and (3) provide instruction on specific skills. Describes how one teacher, through application of these principles, helped a student overcome his reading…

Points out that poor readers may exhibit behavioral, cognitive, and emotional problems. Offers a problem-solving framework for intervention in poor readers' nonacademic problems, and describes several possible types of intervention. (ARH)

Describes conceptual mapping, a technique that is useful in helping poor readers overcome the difficulties they face when they read content area texts. (ARH)

Suggests that poor readers have less metacognitive knowledge than skilled readers and fail to use effective reading strategies. Provides guidelines for teaching reading strategies. (ARH)

Describes the background, materials, and implementation procedures for the Expository Writing Program. Points out that research has shown that participation in the program helped good and poor readers improve their composition and comprehension of informational texts. (ARH)

Provides seven guidelines that can help teachers clear the obstacles which often keep classroom reading incentive programs from helping those students who need them most--the poor readers. (ARH)

Offers suggestions for helping the older child who has not learned to read, including developing a sight word bank using a memorized book, using these sight words as the basis for decoding instruction, and including the nonreader in a reading group. (ARH)

Suggests that the lack of coherence between remedial programs and regular classrooms impedes the progress of students with reading difficulties. Provides an outline for an instructional program in which classroom and specialist teachers collaborate to provide the learner with coherent and balanced instruction. (ARH)

Points out some of the difficulties involved in carrying out reading research, emphasizing the importance of simplification. (ARH)

Suggests that most schools can not currently afford to make an investment in interactive video technology, and points out problems with availability of materials. (ARH)