Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Includes the following short articles describing teaching techniques: (1) "S-RUN: Beyond SQ3R" (Nancy S. Bailey); (2) "Read-React for Unique Responses" (Barbara Zynda); (3) "Use a Literacy Van"; and (4) "Summaries Improve Comprehension" (Milford A. Jeremiah). (MM)

Since prior knowledge is positively linked with reading comprehension, methods of measuring prior knowledge are important. A word association test is a useful technique for evaluating topic familiarity and enables the teacher to make decisions about how much additional information is needed for students to process a text successfully. (SRT)

Describes how the "Read a Book in an Hour" teaching technique may be incorporated in programs dealing with written composition and reading comprehension. (DD)

Considers ways to involve readers in "essential reading" in which students learn to discover the meaning of text and to determine the author's intentions. (MG)

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

Discusses the weaknesses of the reading guide and describes another method to use in teaching students to understand and appreciate poetry. (JM)

Suggests that the use of newspapers in the remedial reading classroom will emphasize the transfer of the process of main idea from known levels to more extensive contexts by offering realistic application on multiple levels--pictures, words, sentences, and paragraphs. (SRT)

Surveys research on the effects of visual material on student comprehension and describes a strategy that uses pictures to teach the main idea. (AEA)

Describes a 7-step 10-second previewing technique designed to increase reading comprehension of textbooks. Notes that the technique is adaptable to students at all levels. (RS)

Describes a graphic technique using concentric circles to increase student comprehension of narrative essays. Argues that the method will help students identify events, relationships, and the significance of narrative essays. (RS)

Describes a reading program designed to increase factual recall without resorting to rote learning. (RB)