Gives specific ideas for encouraging students to be flexible in their approach to decoding words. (MKM)

Presents two cross-checking activities to help K-3 students learn decoding. The cross-checking involves decoding by using the consonants in a word along with the context. Children learn to decode by thinking about two things simultaneously (what word would make sense in a sentence and the word's letters and sounds). (SM)

Documents a model that resulted from an analysis of context clues to determine which were amenable to instruction and what pedagogical approach should be used. (DD)

Predicting and questioning are two of the most important skills that children can use to achieve reading proficiency. Strategies are suggested that teachers can use to help children develop these skills. Appropriate reading materials and questioning techniques are discussed. (PP)

Taking a psycholinguistic approach, this paper presents an overview of vocabulary and word identification instruction. Sources for instructional procedures are discussed rather than detailed suggestions for teaching procedures. Five approaches to word identification are examined: sight vocabulary development, phonic analysis, structural analysis,…

Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

Although knowledge of multimeaning words is important for reading comprehension, deaf readers may know only the most common meanings or nuances of high-frequency multimeaning words. Results of a study are reported in which 33 profoundly hearing impaired students stratified into three equal age groups (ages 10, 11, and 12) were administered a…

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)

Strategies are suggested for shifting the emphasis of remedial reading instruction from isolated skill instruction to reading in context. (MKM)

Notes the problems young readers often have in decoding words of three syllables or more that appear in their textbooks and offers three solutions to the problem. (JC)

Presents word building activities to boost elementary students' decoding skills. Building Toward a Secret Word helps K-3 students learn decoding skills by building words from the letters in one secret word. Sort Words, Transfer Sounds has students in grades 1-3 use sounds from words they know to figure out new words that rhyme. (SM)

Lists 38 ways to more effective teaching of word attack skills. (MKM)

Discusses how language cues are used in the reading process, describes a means of evaluating a learner's effectiveness in processing these cues, and suggests ways to help foster more effective reading strategies. (Author/RK)

The existence of a transfer effect between single-word decoding skill and contextual literal and inferential comprehension performance was investigated using sixth grade students classified as poor and very poor readers. Two training groups and a control group, each composed of 15 poor and 15 very poor readers, were used in the study. One group…

Establishes the importance of context to reading and proposes the use of context support methods to make learning to read easy for the learner. (JL)