Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Reviews training experiments where the strategies trained had a significant effect on poor readers' comprehension of text. Describes the training procedures that enhanced poor readers' comprehension of text and offers instructional implications for each. (FL)

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

Discusses research supporting the instructional validity of three comprehension monitoring strategies: (1) summarization of text, (2) self-initiated questioning, and (3) differentiation of reader-based and text-based questions. (FL)

Notes that intermediate grade students who still have difficulty understanding implied messages in print have a limited time for learning the skill. Suggests that the traditional teaching method of questioning about a passage is ineffective, and proposes a direct instruction method for use in a variety of situations. Recommends materials that…

Provides an overview of the types of reading programs found in four-year colleges, shows what research says about the different strategies used by good and poor readers in comprehending material, and reviews several existing university programs that are successful in providing instruction in these important reading and learning strategies. (FL)

Sharing research completed during a practicum project, this resource guide presents ideas, suggestions, and references to enhance children's and educators' repertoire of reading strategies. It lists 50 ways to encourage reading and writing connections at home; presents 10 reading strategies for unknown words; offers 17 suggestions for literacy…

Examines the extent to which reading research supports the comprehension and vocabulary strategies recommended in content reading methods texts. Concludes that more of the research finds the strategies to be effective than finds them ineffective. (MM)

A discussion of the use of reading strategies in second language reading comprehension draws on research and theory in reading and in second language learning, and suggests classroom exercises for activating a variety of global strategies. (MSE)

Suggests that abandoning controlled vocabulary texts on the assumption that reading is a psycholinguistic guessing game was wrong. Claims that the current emphasis on strategy instruction, scaffolded reading experiences, and the use of writing to foster letter-sounds may provide good outcomes for those teachers and children who dreaded reading…

After reviewing previous research on the acquisition of vocabulary through contextual clues, research carried out with 429 students in the upper grades of an Italian elementary school is discussed. (12 references) (CFM)

Examines previous studies of the effects of prediction activities, prior knowledge, and text type upon reading comprehension. Finds the three elements unimportant to ordinary reading. Observes that many schema theory concepts arose from analysis of difficult reading. Suggests that the schema theory variables may arise only in atypical reading…

Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time…

Compares the efficacy of a combination of phonological and strategy-based remedial approaches for reading disability with that of each approach separately. Study was based on interventions with 85 children with severe reading disability. Results indicate that a combination of Phonological Analysis and Blending/Direct Instruction and Word…

A literature review identified successful reading approaches that can be used in inclusive classrooms. The degree to which the classroom setting engages all learners in constructing new knowledge was found to be key to effective reading instruction. Contextual factors contributing to successful learning were teachers' attitudes and teacher student…