Many educators continue to treat reading and writing as separate subjects. In response to this observation, the authors offer four research-based writing strategies that teachers can use to improve student reading comprehension through writing. The writing strategies--"About/Point", "Cubing", "Four Square Graphic Organizer", and "Read," "Respond",…

Describes 10 methods that have proven successful in improving the comprehension skills of problem readers, including the use of pictures, cloze-type exercises, and repeated readings. (FL)

Presents picture-based and listening-based lessons designed to enhance teachers' awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness. (FL)

Investigated the pattern of vocabulary and comprehension scores of average readers in grades two through six to determine whether the percentages of balanced, word dominant, and paragraph dominant readers varied substantially as a function of grade level. (FL)

Offers techniques teachers can use to incorporate questioning into reading instruction. (FL)

Discusses reasons for using listening rather than reading as a preferred mode of instruction in inferring, then describes a procedure for helping children "negotiate" meaning from an author's implied statements. (FL)

Defines direct instruction, reviews research analyzing its characteristics and offers reflections on direct instruction of reading comprehension. (FL)

Presents and discusses one set of comprehension questions found in "A Teacher's Guide to the Macmillan Readingtime Books." (RB)

Discusses the accuracy of the Fog Index and the SMOG grade (two readability formulas) as predicators of readability. (MAI)

Addresses the negative effects of poor decoding on reading comprehension and reviews successful remedial strategies used with poor readers. Proposes an extensive exposure to printed discourse as well as phrase and sentence reading used in successful remediation as keys to improving poor readers' comprehension. (RS)

Discusses word attack and comprehension skills and provides a list of word analogies. (RB)

Suggests using drama as a technique for improving reading comprehension, reading skills, and language abilities. (RB)

Reviews 22 studies dealing with the effect of question placement on reading comprehension. Shows that 10 favored and 12 opposed the use of prequestions. (FL)

Explores sensory experiences, both real and imagined, that occur while reading. (MKM)

Describes a procedure called Generating Reciprocal Inferences Procedure (GRIP), which teaches inferential comprehension using direct or explicit instruction, a generative process, and reciprocal questioning. (RS)