Theorists and researchers have indicated that the Group Oral Review (GOR) provides valuable classroom interaction. Some objectives of the GOR approach to reading (for developmental studies reading students) are as follows: to reinforce the process used in a reading assignment, to aid development of metacognitive awareness, to emphasize the idea that any one skill or process applied to written material as an individual assignment should be seen as only part of a whole set of skills or strategies that must be used in the total act of reading, to develop confidence and fluency in oral expression or interpretation of written ideas and the thought processes related to reading, to develop the ability to listen, to recognize the importance of listening, and to develop the practice of notetaking. The assignment for GOR involves one piece of written material, to be analyzed by two or more students, each of whom will be assigned to use different types of skills. After assignments are completed, all students sit in round-table discussion and explain what they were supposed to do, how they did it, and what they found out, while the rest of the students listen and take notes. The GOR approach works best when material is of the appropriate level and length, when there is enough time allotted, and when the approach is used only occasionally to avoid monotony and competitive anxiety. (EL)