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Teachers can help students develop abilities to enable them to read subject-oriented materials with better understanding. The purpose is not to conduct a lesson in reading comprehension, but to establish purposes for reading, develop word competency, search for surface and deeper meanings, and evaluate information and ideas gained through reading. Teachers can promote purposeful reading by providing suitable motives which students can discuss and weigh. Problem solving can eliminate teacher inspired purposes. The ability to grasp context clues and morphemic clues and to distinguish between literal and figurative meanings, and the study of multiple word meanings and the dictionary can help build better vocabulary skills. The ability to see relationships among ideas, to understand paragraph and other organizational patterns, and to discover meanings and relationships by analyzing sentence patterns are important measures of comprehension the teacher can help students develop. Helping students discover inferential meanings involves thinking about other ideas the messages might convey. Finally, the student's ability to judge accuracy, distinguish between fact and opinion, recognize qualification, and perceive persuasion can be accomplished by studying information obtained from several sources. (HS)

Subject-area teachers are not expected to be reading experts, but they can help students overcome reading difficulties. Students often fail to meet the subject-matter demands due to lack of purpose in reading content, unfamiliarity with technical vocabulary, and the heavy concept load and idea density in the material. Teachers can use reading techniques to guide the study of textbooks and other materials. A typical developmental reading lesson consists of five major stages: (1) readiness for reading, (2) silent reading, (3) discussion of the material, (4) rereading, and (5) application. Students should also learn how to establish reading objectives and efficient ways of pursuing them. Useful study skills include locating, selecting, organizing, and remembering information; use of graphic aids and directions; and developing reading flexibility. Strategies the teacher can use to help students improve reading in content fields are (1) to teach students to recognize the organization of the book and the pattern of writing, (2) to provide reading-study guides, (3) to use questions and surveys to direct student attention, (4) to teach students how to establish purposes for reading, and (5) to enrich their vocabulary. (AW)

This book contains papers presented at the Fourth International Reading Association World Congress on Reading in Buenos Aires, Argentina, in August 1972. The contents of the book are divided into three parts: "Literacy and Literature" includes papers on libraries, books, and reading by Jorge Borges, the future of reading by Theodore Harris, the Right to Read project by Ruth Holloway, and International Book Year 1972 by Ralph Staiger. "Influences on Reading" includes papers on psychological and cultural factors in learning to read by George Spache, dialect and bilingualism by Joseph Fisher, variables acting upon the reading process by Berta de Braslavsky, and the influence of teaching on reading achievement by Ethel King; "The Teaching of Reading" includes papers on promoting reading ability by Constance McCullough, reading research by Eve Malmquist, critical reading by Helen Smith, reading rate by Allen Berger, and standardized reading tests by Roger Farr. (WR)

Examples of study skills are described, strategies for teaching are suggested, and a method for implementing a study skills program is discussed. Locating and selecting important points, remembering information through note taking and outlining, and adjusting reading rate are included as study skills. Strategies for teaching include using texts and materials students are required to read, working on skills that will alleviate immediate problems, and determining those skills each student is strong and weak in. Selecting moderately challenging materials, developing a hierarchy of skills, and teaching them in sequence are also suggested as teaching strategies. Joint reading teacher and subject teacher involvement in content subject instruction is seen as one method for improving both reading and study skills on the secondary and college levels. (RT)

STATUS STUDIES OF THE RELATIONSHIP BETWEEN VOCABULARY SIZE AND THE EXTENT OF READING SUPPORT THE BELIEF THAT MORE AVID READERS HAVE RICHER VOCABULARIES. HOWEVER, STUDIES OF DIRECT EFFORTS TO INCREASE VOCABULARY THROUGH WIDE READING ALONE HAVE NOT YIELDED SATISFACTORY RESULTS. HENCE, WIDE READING COMBINED WITH DIRECT AND INDIRECT APPROACHES IS RECOMMENDED FOR A COMPREHENSIVE PROGRAM IN VOCABULARY DEVELOPMENT. SUGGESTED GUIDELINES EMPHASIZE THE USE OF INDIVIDUAL WEAKNESSES IN DETERMINING THE DEGREE OF INVOLVEMENT IN VOCABULARY STUDY, THE STUDY OF WORDS IN CONTEXT, THE STUDY OF WORKING RATHER THAN ESOTERIC VOCABULARIES, AND THE APPLICATION OF WORD LEARNING. THE USE OF CONTEXTUAL AND STRUCTURAL CLUES, THE STUDY OF WORD ORIGINS AND MULTIPLE MEANINGS, THE STUDY OF WORD LISTS IN RELATION TO STUDENTS' ACTIVITIES, AND THE USE OF PROGRAMED MATERIALS ARE RECOMMENDED TO HELP STUDENTS BROADEN AND EXTEND THEIR VOCABULARIES. REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (NS)

This study manipulated norms governing interaction levels in crowded groups of women. Results indicated norms influenced reactions to crowding as predicted. Women reacted most positively when interaction levels were high and most negatively when interaction levels were low. (Author)

Article examined the interaction of reading difficulties and academic achievement, the attitudes of students toward reading problems, and the requirements needed by students handling new reading materials. (RK)