Presents a dramatic skit which suggests why Johnny can't read. (RB)

Tells how to teach students to follow directions in six different situations, thus improving reading skills. (RB)

Describes how to construct behavioral objectives based upon psycholinguistic reading processes. (MKM)

This article, (presented by the Board of Directors of the International Reading Association) discusses a position statement adopted in April 1979, which states, in part, that no single measure or method of assessment of minimum competencies should ever be the sole criterion for graduation or promotion of a student. (DD)

Offers suggestions for (1) teaching college study skills, (2) using magazine and newspaper reports, and (3) outlining topics. (HOD)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

Reviews recent ERIC documents which focus on the relationships between reading and writing and which suggest that the facilitating effects of one practice upon the other can be delineated through careful research. (HOD)

Discusses the dilemma concerning whether students should be taught specific knowledge or strategic knowledge. Focuses on E. D. Hirsch's position in his book "Dictionary of Cultural Literacy" and a synthesis position presented by David Perkins and Gavriel Salomon in several articles. Argues that students need both specific and strategic…

Rethinks the concept of book reports, refuting most reasons for their use. Notes other, more enjoyable ways to teach the skills usually targeted with book reports. Offers guidelines to optimize learning and opportunities for success with book reports. (SR)

Describes the step-by-step development of manipulative learning materials--materials with explicit instructions and some type of built-in reinforcement so that students can know if their answers are correct--for use in the content areas. (HTH)

Discusses materials in the ERIC system that offer definitions of basic skills, describe secondary basic skills programs, and provide competency standards and catalogs for basic skills. (MKM)

Contends that the imposition of competence standards might compensate for the climate of permissiveness that allowed students to graduate from high school without having developed high school level skills in the basics. (DD)

Describes how to select functional materials and techniques for teaching reading survival skills. (DD)

Reviews materials on speed reading located in the ERIC data base. (MKM)