Notes that children often fail to interpret metaphors correctly and that instruction in basal readers is not always helpful. Offers a strategy that shows students how to figure out metaphors on their own. (FL)

Argues that humorous books have the potential to brighten the classroom environment, motivate students, and develop reactive, thinking readers. (FL)

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Describes a behavior modification program aimed at encouraging students to increase the frequency of leisure reading done at home. (EL)

Presents a strategy that helps poor readers overcome some of the problems they have with reasoning. The strategy offers students a way of hypothesizing answers to inferential questions and checking their answers. (FL)

Shows how the language experience approach is a useful tool in teaching expository prose structure to elementary school students. (EL)

Offers an outline of what research says about silent reading and comprehension. Presents suggestions to help children learn to read silently.

Explains the need for teaching elementary school students about expository text structure and presents a comprehensive method for doing this. (FL)

Notes that students' comprehension and interest increase when they talk about how to read, draw inferences, and answer inferential questions. (FL)

Discusses how wordless picture books can be used as instructional aids to teach linguistically/culturally different students. Gives suggestions on how certain of these books can be used to examine differences between cultures. (FL)

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Describes the InQuest Procedure, which actively involves the reader or listener with narrative text through a combination of student questioning and spontaneous drama techniques. (FL)

Presents a technique for remediating comprehension difficulties that is based on four principles of effective instruction that can be derived from comprehension research. (FL)