Discusses the Global Method of reading instruction, which is used worldwide and which is based upon the belief that reading is a part of a language-based process, incorporating all of the communication skills. Examines its similarities to LEA, as well as its differences, and explains its advantages as a content area reading technique. (FL)

Presents reading/writing units based on story grammar techniques and intended for students in grades one through six. (FL)

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

Argues that Piaget's cognitive stage theory complements psycholinguistic theories of fluent reading by clarifying how readers acquire and then use prior knowledge. Suggests that, in this light, teachers may want to rearrange the order and manner in which they present units from basal readers. (FL)

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

Describes a writing program for sixth grade remedial students that was a reading program as well. Includes "how to" guidelines for successful process-conference instruction. (FL)

Presents theoretical assumptions and a practical guide to creating a reading program based on thematic units. (FL)

Suggests that reversing a basal reading lesson sequence can help teachers achieve some of the tenets of schema theory. Presents a lesson that does this. (FL)

Argues that rather than using a spelling series and treating spelling as a subject separate from the other language arts, teachers should use a program that begins with encouraging invented spelling and moves to the use of high frequency word lists and spelling by meaning. (FL)

Reviews research concerning the characteristics and behaviors of teachers who are effective classroom managers. (FL)

Offers an outline of what research says about silent reading and comprehension. Presents suggestions to help children learn to read silently.

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Points out that sound assessment programs should (1) be a part of instruction, (2) use varied methods and instruments, (3) focus on a broad range of skills and knowledge, (4) occur continuously, (5) occur in a variety of contexts, and (6) be appropriate for age and level of development. Offers examples of practices based on these points. (FL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)