Offers strategies to use when students are not able to achieve a high level of accuracy in story reading. (FL)

Concludes that training in the use of dictionary pronunciations as a means of instructing retarded readers might be more effective if combined with oral reading practice. (RW)

Research with kindergarten children showed that low imagery words were more difficult to recall than high imagery words. (MKM)

Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)

Explains six tasks which require comprehension of words and which can be used to teach beginning readers. (MKM)

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)

Discusses the use of analogy strategies, which involve comparing word parts to other known words, to teach reading. Reports on a study that showed positive effects from teaching analogy strategies to second-grade students and to learning disabled fifth-grade students. (FL)

Envisioning oneself as a competent reader is an important first step to reading well. This article describes an intervention that employs drawings coupled with teacher-student dialogue, which sets the stage for strategy learning as a key to word-solving. A process for the interventionist, Title I or any teacher working with students who find…

Research suggests that parent involvement improves academic achievement, but in the busy world in which we live it is often difficult to promote. Many researchers suggest that successful programs value parents' limited time constraints, diversity of literacy skills, and availability of materials. The Great Poetry Race provides an easy vehicle to…

Describes a method of increasing vocabulary recognition of Chapter 1 elementary students by using mastery words from basal programs, sight word cards, and modified cloze stories. (MG)