| Sumario: | The article discusses what is lacking in oral reading programs in schools. The rising popularity of reading-skill management systems and criterion-referenced testing seems to be leading to fragmentation of developmental reading instruction. The mastery of isolated reading skills, which such programs emphasize, may not lead to fluent reading ability with comprehension. The article describes four oral reading methods which have been used as developmental or remedial programs or supplements. The Neurological Impress Method is a simultaneous oral reading method, with the teacher and student sitting side by side, sharing a book. The teacher's voice is directed into the student's ear. During all the reading, the teacher points to the words with her finger in a smooth movement across the page. The student may take over the finger movements when able, perhaps with the teacher at first guiding his finger along. In Echo Reading, the teacher reads first, and the student echoes what the teacher has just read. Assisted Reading is a three-stage oral instructional approach for beginning readers. Repeated Readings is suggested by researcher S. Jay Samuels as a supplement in developmental reading programs, and he particularly encourages its use with special education students.
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