The Fry Graph for Estimating Readability can be used to provide students with feedback concerning the complexity of their writing. (KS)

Describes using the graphic organizer as an instructional tool prior to lecturing to help students take accurate lecture notes. (SR)

Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Describes a note taking and teaching strategy designed to help students think during lectures and assimilate material in a synthesized form via small group and written recapitulation. (MKM)

Describes how to evaluate reading assignments so that teachers will know when and how to intervene. (MB)

Describes experiences using portfolios in preservice reading/language arts methods courses, including portfolio development, values of the portfolio, transferring knowledge to practice, and future directions. (SR)

Presents six ideas for teaching vocabulary including using firsthand experiences as illustrations, concrete items and visuals, comparisons of related words, variations or transformations of words, figurative meanings, and context to make intelligent guesses. (RS)

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)

Describes Cuba's preschool reading readiness program, which emphasizes phonemic analysis. (AEA)

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

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

Describes how Carl Jung's four personality types might relate to the selection of particular reading instruction methods. (RB)

How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)