Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Discusses the findings of a general survey of primary schools in Nigeria to discover the practices of teachers teaching English reading. Findings indicate that the reading-while-listening method of teaching reading is not as effective as the combination of the alphabetic, phonic, word, and sentence methods. (SED)

Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)

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

Describes the InQuest Procedure, which actively involves the reader or listener with narrative text through a combination of student questioning and spontaneous drama techniques. (FL)

Describes an approach that teachers can use to gain information about particular difficulties students have with their reading and to develop strategy lessons to help overcome these problems. (AEA)

Provides a look at primary grade children's abilities, inabilities, and requirements to use phonics as a beginning reading strategy and suggests a model that facilitates children's application of phonics while reading. (FL)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

This book focuses on three distinct types of struggling readers that teachers will instantly recognize from their own classrooms--the "Catch-On Reader," the "Catch-Up Reader," and the "Stalled Reader." The book provides detailed case studies which bring to life the specific problems these students are likely to face…

Currently, there is much controversy and confusion over "best practice" issues in teaching reading. This book, written by a "lifelong teacher/learner," is based on the premise that good teaching does not have to mean lots of hours spent planning but instead requires lots of thinking--thinking about what matters to children, what children need to…

Designed as a step book, this resource is intended to be used by all teachers, classroom volunteers, and parents for one-to-one or small group reading instruction. The resource provides a clear focus for guided reading groups and can be used with any text, on any grade level in elementary school. It could be a solution for the growing number of…

The disparity between male and female career-bound students' abilities to read, comprehend, and use written information is a problem for high schools and their feeder middle grades. A primary reason for the difference is that teachers and administrators expect too little of male students. Educators need to recognize the importance of communication…

This book shows teachers how to help their learners take an active role in becoming strategic thinkers and readers and how to develop meaningful lessons to aid students in their comprehension of text. The book delineates an arts-integrated curriculum that helps teachers teach reading comprehension strategies. It is an in-depth look at the effects…

This book presents a vocabulary development program that is designed for use in individualized programs as well as in more traditional, full-class settings. It is part of a series of seven books, corresponding to grades 6-12, which are carefully organized to ensure the comprehension and retention of valuable core words. The book consists of 16…

Although reading instruction alone can teach students many of the skills and strategies they require for reading content area materials successfully, students also must have ample opportunities to apply these skills and strategies in "real" reading situations--that is, as they read in the content areas. Specifically, teachers can provide…