Surveys research on the effects of visual material on student comprehension and describes a strategy that uses pictures to teach the main idea. (AEA)

Discusses various documents in the ERIC system that suggest ways that reading teachers can work with children of divorced parents. (FL)

Argues that strategic reading suggests purpose and intentionality on the part of the reader, which is different from a seemingly reflexive response where skills are concerned or where intuition reveals an answer. Argues that teachers can increase strategic thinking by providing demonstrations of strategies and offering incentives to readers. (RS)

Presents annotations of 12 items from the ERIC database which demonstrate that journal writing can be an effective tool for teaching reading and writing at elementary and secondary levels. (RS)

Examines the research and theory of invented spelling, then looks at ways teachers can use it in their classrooms. (FL)

Discusses materials in the ERIC system that teachers might use to expand their students' awareness and appreciation of other cultures. (FL)

Argues that teachers should know something of the range and depth of the work done by researchers in defining the term dyslexia, and presents a review of the various theories concerning the disorder. (FL)

Reviews the literature concerning cognitive style and its effects on reading. (FL)

Reviews ERIC documents that provide information about the use of illustrations in reading materials. (FL)

Explores some of the differences in learning styles of adult students and suggests some reading strategies appropriate to the adult's learning needs. (HOD)

Discusses the relationship between vocabulary and reading comprehension. Cites recent research supporting the utility of both direct and indirect vocabulary instruction. (MM)

Presents a basic definition of sight words. Provides a nine-item annotated bibliography of studies on sight words in different types of academic environments (published in ERIC from 1991-1993). (PA)

Schemata, as defined recently by reading researchers, represent generic concepts which are stored in memory. They include underlying objects, situations, events, actions, and sequences of actions for use in interpreting new experiences. Research on schemata suggests that teachers need to pay attention to the types of questions they ask when…

The purpose of this monograph is to review and synthesize the literature pertaining directly to the use of cloze as a teaching technique. The literature review is arranged into eight sections: (1) analysis of comparative studies, in which studies that have compared the cloze procedure are examined; (2) analysis of instructional goals, in which the…

Clarifies the goal of reading instruction in the middle school and draws on the ERIC database for sources that complete the transition from learning to read to reading to learn. Reports on the suggested emphasis on reading laboratories and the fostering of reading of expository texts. (JK)