Examines the nature of comprehension, specifically in the area of reading, and offers some techniques for teaching comprehension. (FL)

Discusses the importance of world knowledge in the comprehension of metaphor. Examines difficulties encountered by students when their cultural schemata are insufficient or inappropriate to ensure comprehension. Offers pedagogical solutions to these problems. (DMM)

This article discusses (1) assessment of discourse through listening and reading to evaluate comprehension problems; (2) developmental aspects of the relationship between listening and reading comprehension skills; (3) problems with selecting text passages and methods of testing comprehension; and (4) the development of a set of passages and a…

Presents picture-based and listening-based lessons designed to enhance teachers' awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness. (FL)

Oral production (the speech act) and the comprehension of written and oral texts have long been treated as separate entities when they could be used in an integrated approach to teach a broader range of language skills. The receptive aspects of the speech act should be brought into language instruction and used to select materials for teaching…

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

Four areas relating to listening and language learning are examined: current directions in second language instruction, listening instruction in second language programs, listening as a means to an end versus listening comprehension as an end in itself, and the influence of listening research on materials development for second language…

Suggests that the use of newspapers in the remedial reading classroom will emphasize the transfer of the process of main idea from known levels to more extensive contexts by offering realistic application on multiple levels--pictures, words, sentences, and paragraphs. (SRT)

The methods and materials used in a language lab (LL) are analyzed. The theoretical advantages of the LL are enumerated, including its ability to provide a variety of programs and activities and its provision of an opportunity for students to listen critically to their voices. In order to determine if these advantages are being used, a set of…

The "whole language" approach to reading instruction integrates, rather than fragments, the reading process. Ways teachers can take reponsibility for their students' literacy by modifying or even putting aside basal readers are suggested. (MT)

Criticisms of basal readers are addressed. Improvements to basal readers in 1986 and 1987 are listed. Teachers are urged to be selective when using basal readers. (MT)

Conceives of reading as the general process through which meaning is construed from patterned forms of representation which take shape in words, visual images, auditory patterns, etc. Discusses reading's role in understanding the images of culture and overcoming the blindness brought about by the neglect of complex reading skills in the schools…

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

For spot-dictation purposes, song lyrics can be duplicated with blanks for the words or structures that are desirable to emphasize. Lyrics quite often have repetitious structures and vocabulary, and lend themselves to reinforcing new forms or concepts. This procedure can encourage general listening comprehension while highlighting one particular…