Examines narrative and expository text from four basal reader series for the occurrence of anaphora. Finds an abundance of anaphora in both. Notes that beginning and developing readers have difficulty in resolving them, and that instructional strategies are needed to help teachers and students deal with this element of cohesion. (RS/JAD)

Analyzes elementary teachers' interactions with students during guided reading of basal reader selections to determine the extent to which the interactions promote students' metacomprehension abilities. Finds that teachers assumed most of the responsibility for students' comprehension themselves rather than conducting the lessons in a manner that…

In direct instruction, the teacher, in a face-to-face, reasonably formal manner, tells, shows, models, demonstrates, and teaches the skill to be learned. Therefore, it is the teacher behavior aspect of classroom instruction that underpins the instructional strategy for teaching main ideas. Much has been learned about teacher behaviors that…

Explores what second-grade students learned about reading, writing, and literature through a year-long program of strategy instruction integrated within a literature-based environment. Reveals that students grew in overall instructional reading level, coming to view reading as a natural component of the school day; developed skill in word…

Introduces a two-step instructional model that promotes independence in reading comprehension by transferring responsibility for strategy use to the students throughout the course of instruction. Includes extended examples. (NKA)