It's been heard, again and again, that phonics is the basis for learning to read. The philosophical pendulum swings from one point of view to another. One school of thought attests that readers must learn phonics in order to learn to read; another insists that whole words need to be learned first. This author contends that neither is correct--nor…

A common technique to aid in developing critical thinking skills is to suggest pertinent and key questions and recommend that readers engage in an internal dialogue to answer these questions. This approach can be used effectively in reading newspaper articles and will become more useful with practice. Twelve constructive questions that newspaper…

Identifies the "goal frame" as a method of text analysis which calls upon students to establish a purpose for reading. Provides an example in which students read a passage about Alexander the Great to determine his goals, plans, actions, and results. Concludes that this approach allows students to develop better comprehension and organizational…

Notes that children often fail to interpret metaphors correctly and that instruction in basal readers is not always helpful. Offers a strategy that shows students how to figure out metaphors on their own. (FL)

Background knowledge is a critical relationship in reading comprehension. Includes a discussion on the classroom application of background knowledge in reading instruction. (MD)

Explains an approach to teaching American literature that begins by using regional materials to interest students in reading and then expands to include classical works. (EL)

If students are to become educated readers, they will need to include sentence appreciation in their repertoire of skills. The differences and interrelationships between sentences with conceptual and aesthetic order are examined. Implications for classroom practice are also discussed. (RM)

This paper cites as selected taboos in teaching reading (identified by educators very frequently) the following: (1) homogeneous grouping; (2) round robin reading; (3) use of textbooks and workbooks in the curriculum; (4) individual endeavors in school work; (5) memorization of content; and (6) the controlled vocabulary in reading. The paper…

One approach in the teaching of reading that is criticized a lot is the round robin procedure in which the teacher, generally in a heterogeneously grouped classroom, forms three reading subgroups for instruction purposes. Each of the groups is as homogenous as possible. The teacher teaches one subgroup, while the other two are profitably engaged…

Offers teachers five suggestions for guiding classroom reading practice: (1) develop and maximize prior knowledge; (2) use familiar materials that are interesting and meaningful; (3) model fast, fluent reading; (4) accept all efforts; and (5) expect success of all students. Finds that teachers can facilitate reading as a meaning-making process or…

Discusses the dilemma concerning whether students should be taught specific knowledge or strategic knowledge. Focuses on E. D. Hirsch's position in his book "Dictionary of Cultural Literacy" and a synthesis position presented by David Perkins and Gavriel Salomon in several articles. Argues that students need both specific and strategic…

Highlights Canadian writer George Bowering's view of reading as metaphor and process (shaping both his fiction and his developing sense of interpretation as a political act) by focusing on two of his books, "Burning Water" and "Caprice." (SR)

Defines metacognition and claims that it is a central aspect of students' steadily improving reading ability. Shows how teachers can teach their students useful metacognitive reading strategies. (HB)

A summary of the major concerns involved in modeling the process of reading attempts to integrate both the cognitive, psychological aspects of the process and some salient aspects of learning to read in a second language. A model of reading as a cognitive activity is outlined. (four references) (CNP)

Ponders the dilemmas of teaching and learning how to learn from reading (using the "fortunately/unfortunately" pattern from Remy Charlip's book "Fortunately.") (SR)