Describes how one form of illustration, the spatially organized map, can improve reading comprehension. (HOD)

Examines four specific areas of reading readiness--visual discrimination, visual memory, auditory discrimination, and auditory comprehension--and reviews teaching strategies in each of the four areas. (FL)

Argues that the mystery surrounding comprehension development can be dispelled by an understanding of schema theory and linguistic theory and especially by an understanding of W. Kintsch's model of comprehension, which draws from those bodies of theory. Describes teaching methods based upon Kintsch's model. (FL)

Proposes that rather than "water down" children's reading materials, educators should help students deal with the complexities of connected discourse so that they can learn to appreciate the richness of the language. Offers a number of teaching ideas for achieving this goal. (FL)

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

States that beginning reading instruction must not be perceived as an either/or phenomenon, as either strong adherence to the code devoid of meaning, or the reverse. Teachers should teach the code and meaning at the same time. (MKM)

Describes strategies for building comprehension and teaching techniques that encourage readers to use their knowledge of language and their experience to make sense of material they are reading. (MKM)

Explains why rereading should be an integral part of instructional practice and student behavior. Recommends that teachers of secondary school students give students instructional guidance when asking them to reread a text. (MG)

Examines the nature of engagement with informational text by exploring four gifted students' responses to children's information books and informational storybooks. Indicates that these children expressed a variety of reasons for reading non-fiction and held interesting perceptions and strong opinions about informational content. Finds that…

Multigenre texts are a recent trend in children's books. These types of books can enhance students' comprehension and provide models of various types of writing genres. They can be used in differentiating instruction and increasing fluency when transformed into readers' theater texts. Many examples of multigenre books are provided in this article.

Suggests ways of using films in the classroom to strengthen comprehension skills; similar activities with print media may then be initiated. (JM)

Describes a study of the effect of deletion-produced sentence structures on reading comprehension, the occurrence of deletion-produced sentence structures in a selected grade seven social studies text, and the effect of syntactic information in sentence structures in relation to contentive information on reading comprehension. (JM)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

Lists the dangers of readability formulas and concludes that while they may be a necessary evil, they should not be used as the underlying structure of a reading program. (FL)