Presents two ideas for testing a class in the ability to read the textbook. (RB)

Enumerates eight skills necessary for reading difficult literature, especially poems, and illustrates how to teach each skill. (RB)

Provides a rationale and suggested exercises for teaching nonlinguistic decoding skills (training in eye movements and "syntactic anticipation") in adolescent and adult reading classes. (RL)

Presents special skills which help readers to enjoy and profit from reading various literary genres. (JM)

Discusses ways that teachers might aid pupils in reading content area textbooks. (FL)

Contends that critical reading, a viable skill that contributes to the development of well-integrated human beings, demonstrates the simultaneous achievement of affective and cognitive goals. Stresses that through the integration of affective and cognitive behavior, the critical reader becomes an autonomous being. (FL)

Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

Describes a high school interdisciplinary program based on the theories that reading that is related to a student's life is the most meaningful, that students who have vocational reading skills will be more effective in their careers, and that students who have good self-concepts and healthy bodies will learn better. (FL)

Discusses the importance of teaching vocabulary in the content area so that at-risk readers can develop strategies to see word relationships and the importance of higher-level thinking. Examines and offers specific examples of the strategies of mnemonigraph cards, analogies, and word groupings. (RS)

Decries the emphasis in foreign language curricula on rapid attainment of speaking skills. Advocates eliminating formal speaking exercises and focusing on reading and writing skills, with intensive English grammar review at regular intervals, for the first two years of foreign language training. (SR)

Compares the use of the third person direct object pronoun by native English-speaking students to use by 10 third-semester second-language (French) students. Suggests several instructional techniques. Examines the inconsistencies between first and second language reading ability to highlight the need for a sharing of information between the two…

Claims students can become better readers and writers by acquiring knowledge of the structure of the English language and developing skill in using the language. Discusses strategies for helping students to recognize five sentence patterns, and learn how to expand sentences. (NH)