Discusses problems that students encounter in reading content area textbooks; presents learning activities in the areas of word recognition, vocabulary, comprehension, and study skills. (MAI)

Investigates whether or not SRQ2R (Survey, Read, Question, Recite, Review) usage is facilitated by pretraining in text structures or main ideas. Finds that SRQ2R was effective in improving fourth- through ninth-grade students' higher-level thinking skills and their comprehension of expository material. (RS)

Investigates whether reading instruction for adult English-as-a-Second-Language students should focus on fostering linguistic ability or on increasing background knowledge. Demonstrates that both linguistic knowledge and prior knowledge contribute significantly to reading comprehension. Argues that an integrative approach to reading instruction is…

Examines how the role of questions in literacy instruction has always been strong, whether requiring answers involving rote memory or the activation of higher level critical thinking processes. Presents a six-step strategy for questioning followed by a field-tested group of fifth graders' responses to each step. (SC)

CD-ROM storybooks can support the development of the five essential elements of reading instruction identified by The National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Specific features inherent in these texts, audio pronunciation of text, embedded vocabulary definitions and animated graphics can be used…

Describes the components of a reading program for deaf children that is characterized by systematic and carefully planned increments of instruction, intensive review and reinforcement, and the use of materials that control the semantic and syntactic features of language. (MAI)

Concludes that oral reading should be given additional emphasis in the elementary grades. (FL)

Suggests using analogies to aid in reading instruction. (MKM)

Summarizes the benefits and limitations of the use of story grammars in the elementary reading classroom. Provides suggestions for implementation in the classroom. (ARH)

A replication of D. Durkin's classic study of comprehension instruction reveals that the study has had profound effects on the way reading is now taught. (FL)

Reports the findings of a study indicating that reading aloud to Black first grade students in an inner city area expanded significantly their knowledge of specific topics. (FL)

Describes the Directed Reading-Writing Activity (DRWA) as a framework that helps high school students write about the information they acquire through reading. Discusses how the DRWA's three steps--preparation, involvement, and reaction--extends the thought processes associated with reading comprehension into effective writing. (AEW)

Provides guidelines for using action (pop-up) books of rhymes and tales to help children develop prereading skills and a sense of story structure. (AEW)

Reports on a program for the improvement of reading skills of children whose scores were below the 50th percentile on the reading subtest of the Stanford Achievement Test. Concludes that, in general, the program helped poor readers improve their reading skills. (SRT)

Concludes that an integrated language-reading treatment approach was effective in improving the reading performance of second-grade children with possible listening comprehension problems and language deficiencies. (FL)