Unskilled readers can become skilled readers and learners of whole text, if they are given instruction in effective strategies and taught to monitor and check their comprehension while reading. Two strategies for comprehension monitoring are self-questioning and reciprocal teaching. Questions students can ask before reading concern the concepts…

Students have little intuitive insight into the process of thinking and structuring ideas. The image of metaphor for a phenomenon acts as a kind of methodology for the study of the phenomenon by (1) defining the key issues or problems; (2) shaping the type of research questions that are asked; (3) defining the type of data that are searched out;…

Describes a teaching method that uses metacognition to improve students' reading comprehension and overall thinking skills. (SRT)

Teaching appropriate composition strategies and self-management routines to inefficient learners can improve their writing. The composition-strategy training intervention program requires (1) task and learner analysis; (2) selection, introduction, acquisition, and evaluation of selected preskills, composition strategies, and metacognitive…

Reviews monitoring theory and presents specific strategies for teaching comprehension monitoring. (AEA)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Discusses four reading strategies or teaching techniques (the jigsaw method, anticipation/reaction guides, "What I Know," and self-questioning) found to be key in helping inservice teachers overcome their reluctance to teach reading in content area classes. (RS)

Provides an overview of the reading comprehension process from an interactionist perspective. Reviews key components of effective comprehension instruction, including metacognitive instruction. Gives examples of instructional interventions that have been implemented successfully with students experiencing reading difficulties. (RS)

Focuses on one cognitive strategy, metacognition, and describes the success of this strategy with students of varying ages and abilities. Provides a six-step model for implementing strategy instruction in the classroom. (RS)

Outlines the six-stage process used at Gustine Middle School for student-led parent-teacher conferences. Discusses how this encourages students to participate actively in evaluating their own progress, which motivates them toward personal initiatives to inspire learning, and improves student communication about learning with both parents and…

Focuses on important background information for working with English language learners. Uses two vignettes to illustrate some important issues that teachers may wish to consider when making instructional decisions with their English language learners. Explores the best practices for working with English language learners. (SG)

Describes an activity in which students generate questions they ask themselves with regard to reading, becoming aware of their own inner dialog and thus of what they can do to be successful and what they unwittingly do to inhibit their own success. (SR)

Three developments lend support to the idea that schools must help teach study skills: (1) advances in cognitive psychology that suggest children are active learners; (2) society's concern for at-risk students; and (3) growing demands for improved student performance. There is evidence that systematic study skills instruction does improve academic…

The "impulsive responder" is a learner who avoids or eliminates confusing situations. Rather than acknowledging that a given problem solving task is too difficult, the impulsive responder simply perceives a different task--one that he or she has learned to solve. For the teacher there may be many different problems, but for the impulsive…

Recommends teaching students to use text structure clues to determine the organizational patterns of content material and instructing students to use these patterns to predict possible test questions, because many students are not aware of text structure clues and consequently do not apply them to their text reading. (SKC)