Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Defines four kinds of poetry readers: paraphrasers, thematizers, allegorizers, and problem solvers. Recommends an approach to reading a poem that treats the poem as an expansive space in which to romp and play, to explore and travel. Illustrates problem making and lists questions for students. Discusses how to respond by questioning. (PRA)

Presents a discussion of the ideas that are central to the concept of literature-based reading instruction. Reviews the theory, gives insights from reading research, stresses the importance of literature in the reading program, and offers strategies for literature-based reading instruction. (PRA)

Discusses three uses of prediction: (1) as a purpose-setting process; (2) as a reading-critical thinking process; and (3) as a comprehension-controlling process. Provides an overview of the importance of prediction, identifying key concepts and practices spanning the late 1960s to the 1990s. (RS)

Suggests that while the efficacy of whole group instruction may be questionable for a variety of levels of reading needs, it can be particularly questionable for gifted readers. Notes that is important not to overlook the reading needs of gifted readers just because they seem to learn so quickly. (RS)

Argues against reading instruction that places too much emphasis on the phonics method. Considers misunderstandings related to the phonics method, and presents a case for individualized language instruction that focuses on the child's needs and is based in examples of good reading habits and research on emergent literacy. (JPB)

Explains how students who have difficulty remembering what they have read may be taught how to reread sections of text by suggesting to them that reading is analogous to watching a video with the remote control in hand. (TB)

The act of reading directions and being able to carry out those directions precisely is very different from reading prose--such a specific skill needs to be taught to adult students. Being able to follow directions is an important workplace competency, as well as being crucial for completing tests required of job applicants. Mountains of forms, in…

While reading teachers have routinely introduced pre-reading activation strategies for decades, literature teachers are trained to become expert on what happens after reading, to be adept at follow-up, to be agile with close analysis of an already finished reading experience. As a result of a presentation by a reading specialist, a veteran…

Mapping (a visual system of condensing materials to show relationships and importance) is a strategy for reading which may be used by students in various courses throughout their college experience, or prior to their college experience. Mapping may also be used by individuals, small study groups, or in large groups. Mapping consists of four basic…

Two main types of schemata exist for reading: content schema, representing existing knowledge of objects and events; and textual schema, including knowledge of discourse structure and conventions. There are at least six major schema functions important to reading comprehension: (1) schemata provide slots for assimilating additional knowledge; (2)…

Teachers and their students can benefit from examining the role of professional editors and their response to writing. The editor's role lies primarily in giving service to the writer, the reader, the publishing house, and the power of the written word. Editors like Harold Ross and Max Perkins have evoked the trust of many writers by making sure…

Discusses five ways to determine the amount and quality of prior knowledge children bring to a topic: (1) free recall tasks, (2) word association tasks, (3) structured questions, (4) recognition tasks, and (5) unstructured discussion. (FL)

Explains how reading skills prescribed in basal readers can be recast and taught as reading strategies. (FL)

Argues that reading should be a significant portion of the foreign language student's experience but that, in order for the reading to be an occasion for comprehensible input, the text must be authentic, meaningful to students, and followed by questions which encourage reading for meaning. Gives examples of such questions. (SED)