Argues that children with limited English-speaking ability are often misdiagnosed as poor readers on formal and informal measures of reading ability. Offers suggestions for management of true miscues made in oral reading. (FL)

Discusses the problems of teaching critical reading and the lack of progress toward the solutions to the problems. Suggests a definition of critical reading and methodologies for its teaching. Presents a classroom observation checklist to evaluate students' critical reading processes. (MG)

Examines comprehension and summary writing skills of fifth-grade Chamorro students in Guam who received instruction in the Guided Reading Procedure with an added summarizing step. Suggests that additional teacher instruction is needed to improve student understanding of the content area material. (NH)