Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students…

Presents an instructional strategy designed to teach inferential comprehension to primary grade children through the use of prior knowledge and prereading activities. (FL)

Describes an anticipation guide, a graphic organizer, and a study guide used by secondary level teachers to teach reading comprehension. Explains how to adapt them for use with younger children. (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)

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Describes a phrase analysis system called PHAN that can be used to assess the degree and nature of potential stumbling blocks to comprehension within a passage or book. (FL)

Argues that bibliotherapy can be used to help children develop reading comprehension skill and to use that skill to understand their own personal and social development in a better way. Provides a list of books suitable for bibliotherapy. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Reports that story grammar seems to be more useful for teachers than for students. (FL)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

Defines visual literacy and considers a number of elements of wordless picture books that contribute to the development of visual literacy in students. (FL)

Argues that the use of semantic webs (a means of organizing a subject visually) can help students focus on the social issues in their reading and discussions of literature. (Author/FL)

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)

Presents a language arts unit designed to create bridges between the real world and the story in order to help children develop both social understanding and reading comprehension skills. (FL)