Presented is a summary of the work done by R. Waugh in analyzing the teaching and/or improvement of reading comprehension among learning disabled junior and senior high students. (DLS)

Four recommendations of a reading resource teacher on ways a regular class teacher could improve the word identification and general comprehension skills of her second grade student are explained. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

The relationship between listening comprehension and reading comprehension was investigated with 40 fifth graders (20 poor and 20 skilled readers). (Author/SBH)

The papers in this volume represent thoughts about the state of the art of teaching reading (with an emphasis on persistent problems) of many recognized authorities in the field of reading education. Eight of the articles were originally presented at a joint Reading Hall of Fame and International Reading Association (IRA) symposium at the IRA…

The information in this volume documents the author's extensive series of investigations concerning the syntactic abilities of good readers compared to dyslexics with reading comprehension difficulties. Findings corroborate the importance of syntactic ability in the reading process and confirm Goodman's psycholinguistic model of reading. Chapters…

Emphasis in this book is on diagnosis for determining the causes of the reading difficulties and the specific needs of each student and on those groups of children who are most likely to develop reading problems--the culturally disadvantaged and those with learning disabilities. Instructional guides, included throughout the book, list problems…

Discussed is an oral reading procedure for children with reading problems which assesses a reader's competency through an analysis of comprehension evidenced by meaningful versus non-meaningful alterations to the reading text. It is explained that this analysis indicates that the poor reader's needs frequently may be at the syntactic and semantic…

Equal numbers of reading disabled children from each of three schools were assigned to treatment or control conditions. After ten group counseling sessions students in the treated groups showed significant increases in oral and reading vocabulary skills. Sentence comprehension was not improved by counseling. (Author)

To explore the possibility that the tendency to cluster during free recall reflects organizational processes that are central to the attainment of certain reading skills, 32 mentally handicapped subjects were asked to recall 20 words from four conceptual categories on four consecutive trials. For one group the words were presented in random order…

Evaluated was the teaching effectiveness of the Trimodal Programed Instruction in Reading with nine second, third, and fourth grade students who were not progressing in elementary school reading programs even with remediation. (MC)