The student's reader-workbook accompanies the teacher's guide to "Nashdoi." Organized in the same format as the "Ch'al" and "Chaa" books, "Nashdoi" builds on the vocabulary introduced in those first two readers in the series. The reader-workbook introduces the consonant "x," 14 new vowel environments, 6 new diphthong environments, and 102 new…

Success in the study of literature depends on the student's ability to establish connections between word and object, between words and phrases, and between memorable experiences in all fields of learning and the reading of literature, which is interdisciplinary by nature. In understanding a literary work, a reader must make affective memory…

In teaching the moderately retarded student to read, it is essential to develop a basic survival reading vocabulary consisting of words necessary to remain alive, as well as to retain one's personal dignity. The individual must be able to recognize and respond appropriately to common signs of instruction and direction within the community. From a…

In order to determine how to enable teachers to become more effective in individualizing reading instruction, 75 preservice teachers who were enrolled in a general education course were observed as they tutored second and third grade children in reading twice a week for one semester. A brief analysis of the literature on the behavior of teachers…

Seven articles by Mochtar Lubis, an Indonesian writer, are presented in this supplemental reader for the use of United States military personnel studying Bahasa Indonesian. Lubis reveals his impressions of major United States cities and their people. The text, used with Volumes XIV and XV of the Basic Course for four weeks of the advanced phase,…

Student activities and a teacher's guide comprise each of the ten lessons of this ethnic studies unit. The unit's goals are to focus on life, ways, and history of the Dakota/Lakota Indian people; include the transition period as well as their past and present; provide activities which are intended to improve the self-concept of students; utilize…

Ideas to be understood and to be remembered must be organized. To organize ideas the reader must recognize the relationship of the parts of the ideas, to one another and to the whole. The reader with no orderly set of the ideas presented on the printed page cannot carry on a dialogue with the author and profit from the reading experience. What did…

A four-week course in reading comprehension which attempts to provide students with a repertoire of techniques to use when they encounter difficult reading passages is described in this paper. At the end of the course, students must demonstrate their ability to skim a short reading passage and write a one-sentence summary of its central theme and…

The effects of prereading techniques, specifically "advance organizers" and "structured overview" were studied by comparing retention and comprehension of reading material in high school students with and without prereading treatment. An advance organizer is a brief passage giving a general and inclusive introduction to material to be read. A…

Examines the evolution of reading comprehension in English classrooms and examination rooms and considers active and collaborative approaches to teaching reading comprehension. (HOD)

Discusses the role of the elementary teacher in instilling a love of reading in children. Stresses need to provide material of interest to children, the pitfalls of oral reading, and the need to help parents plan book purchases. (CJM)

The effects of vocabulary instruction on word knowledge and reading comprehension were investigated. Average students learned some word synonyms under all conditions except a noninstructional control condition. However, learning disabled students acquired fewer meanings across all conditions and seemed to require more direct instruction in order…

Outlines instructional implications of a theory of reading comprehension that holds that a transaction takes place between reader and text during which the reader derives meaning from printed marks based on personal experiences. (AEA)

The article explains how elementary teachers can strike a balance between whole language and traditional approaches to reading instruction, describing successful programs and sharing several teachers' suggestions for combining the two methods in the classroom. A list of reading resources is included. (SM)

Some tips can assist teachers in guiding each pupil to achieve more optimally, with respect to the ability to read well and reading comprehension. Among these 10 specific tips are: (1) teach individualized phonics in context; (2) assist the student to read in proper thought units by covering up words in sentences for clarification; (3) assist…