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When the Principal Asks: "Why are you doing guided imagery during reading time?"
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Harp, Bill – Reading Teacher, 1988
Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)
Descriptors: Cognitive Development, Imagination, Learning Theories, Reading Comprehension
When You Do Whole Language Instruction, how Will You Keep Track of Reading and Writing Skills? (When the Principal Asks).
Peer reviewed Peer reviewed
Harp, Bill – Reading Teacher, 1988
Discusses several ways to evaluate reading and writing skills in a whole language classroom, including evaluation checklists, holistic evaluation of writing, and miscue analysis. Provides a literacy development checklist for reading and writing. (MM)
Descriptors: Elementary Education, Evaluation Methods, Miscue Analysis, Reading Diagnosis
"Why are Your Kids Writing during Reading Time?"
Peer reviewed Peer reviewed
Harp, Bill – Reading Teacher, 1987
Presents a hypothetical situation of an elementary school principal's concern at students writing during reading time, and offers a possible teacher's response with information about the direct tie between writing and reading improvement. (JC)
Descriptors: Elementary Education, Reading Difficulties, Reading Improvement, Reading Skills
When the Principal Asks: "Why are you doing Piagetian Task Testing when you have given Basal Placement Tests?"
Peer reviewed Peer reviewed
Harp, Bill – Reading Teacher, 1987
Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)
Descriptors: Basal Reading, Cognitive Development, Developmental Psychology, Learning Theories