Describes an attempt to implement extended reading strategy instruction with preservice teachers in undergraduate reading methods courses. Describes students' use of the strategy and their reactions to it. Finds it helped them develop a better conception of comprehension and how to teach it. (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)

Describes the Modified Guided Silent Reading Procedure (MGSR), which provides an instructional framework for teaching complex literacy and learning strategies to fluent readers of about nine years of age and above. Notes that the MGSR is student centered and consistent with beliefs about language and learning that underpin programs aligned to a…

Presents the Holistic Educational Literacy Process strategy for adult literacy education consisting of the following 10 steps: presenting an advance organizer; reading silently; reading aloud; listening to the passage recorded; listening and taking notes; highlighting important points; networking structures; summarizing the passage; revising the…

Relates a teacher's observations of first graders in a whole language classroom enabling each other to read. Suggests reading techniques which foster this collaborative learning. (PRA)

Introduces an instructional program designed to teach students with learning disabilities to identify a story theme and relate it to their own real-life experiences. The program focuses on understanding a text as a whole, and integrating text meaning with concepts and experiences that are personally meaningful. (Author/CR)

Considers some aspects of contemporary picture books that can be especially engaging for readers young and old. Reports a study of readers of various ages who read and discussed David Macaulay's picture book "Black and White." Considers questions of concern that these readings raise for adults who are interested in children's reading.…

Teachers need different types of communities to sustain and inspire them. They seek like-minded "outsiders" committed to learning and discussing what they learn. When the author invited "San Francisco Chronicle" readers to help convince his students about reading's importance, he received 1,000 helpful replies. (MLH)

This article emphasizes the need for a paradigm shift and an underlying change in attitude toward the teaching of reading. Educators are urged to leave behind the traditional linear approach to teaching and instead respond to divergent modes and styles of learning among students. The concept development approach is described. (CR)

Describes the writer's experiences rethinking his reading instruction in his special education resource room. Demonstrates how miscue analysis helped him see his students' strengths. (SR)

Discusses a primary classroom in which the teacher uses miscue analysis, print awareness tasks, and book handling analysis to get to know her kids as readers and to build her instructional program. Describes using reading strategy groups made by grouping together students with similar strengths. Appends a description of how to administer the Book…

Discusses how miscue analysis informs two teachers' daily interactions with middle-grade students: how their teaching is transformed, how the structure of the day is changed, how they use reading conferences, and lessons from children. Appends a reading interview form, a record sheet for audio tapes, and a description of a strategy lesson on…

Describes in detail using three interactive teaching strategies that actively engage students in meaning construction and in developing comprehension strategies (K-W-L Plus, Directed Listening-Thinking Activity, and Discussion Web), with primary-grade readers, using three excellent children's books. (SR)

Describes how English teachers of grades 6-12 in one high school have given more direct instruction in the explicit strategies students should use when reading. These strategies, combined with frequent opportunities for students to reflect on their effectiveness on integrating these strategies into their reading processes, resulted in more…

Relates lessons learned by a student teacher during his time as an aid in a high school English-as-a-second-language (ESL) classroom. Discusses the importance of student attitudes; key influences on ESL student attitudes; teaching strategies; and connecting learning to the students' lives. (RS)