Notes that comprehension problems can be difficult to detect and treat. Suggests that comprehension instruction should be more tailored to the needs of the individual. Explains that strategy instruction allows the teacher to model and assist students to use a range of reading strategies. Offers suggestions for catching students' reading problems…

Explains how reading strategy strips were developed to focus students' attention on specific reading steps. Notes that students became more personally knowledgeable and independent by using reading strategy strips. Proposes that their small-group participation helped them progress as collaborative thinkers. (PM)

Describes the Metacomprehension Strategy Index, a multiple-choice questionnaire, and its supporting validity and reliability data. Discusses how teachers can use and interpret this information to evaluate middle and upper elementary students' knowledge of strategic reading processes. (MG)

Summarizes research findings on repeated readings (RR), noting that rereading is a proven instructional tool. Suggests three ways to incorporate RR into a reading program: direct instruction; use of learning centers; and cooperative learning strategies. Includes procedural guidelines for implementing RR activities. (MM)

Describes a strategy that helps students remember important information from expository texts by developing questioning strategies. (MM)

Identifies five basic types of cohesive ties--reference, substitution, ellipsis, conjunction, and lexical--and suggests strategies for teaching cohesion and cohesive ties to aid reading comprehension. (MM)

Asserts that reading and writing skill instruction should not be taught as a set of discrete steps with phonics workbooks, but instead should be based on examples taken from texts which children write and read. (MM)

Describes a discussion web as a graphic aid for teaching students how to think about both sides of an issue before drawing a conclusion in response to what they have read. Describes the five-step procedure and provides grade-level and content-area examples and examples of webs in action across the curriculum. (MG)

Argues that deep coding skills must and can be introduced, taught, practiced, and reinforced within contexts meaningful to students. Shows how teachers can provide these meaningful educational contexts within which decoding strategies make sense to emerging readers. (SR)

Describes class activities that combine reading-prediction strategies with various graphs that quantify and make visual representations of those predictions, strengthening both reading and mathematical knowledge. Describes learning about whole numbers (picto/bar graphs), multiples (bar graphs), fractions (pie graphs), and percents (pie graphs).…

Uses a brief instructional history and quotes actual classroom dialog to focus on a teacher's instructional decisions and practices that helped a 10-year-old boy, reading below a preprimer reading level, move toward reading independence. (SR)

Describes in detail using three interactive teaching strategies that actively engage students in meaning construction and in developing comprehension strategies (K-W-L Plus, Directed Listening-Thinking Activity, and Discussion Web), with primary-grade readers, using three excellent children's books. (SR)

Explores what purposes literature circles serve for students and why they are positive components of literacy instruction. Discusses why literature circles are important, group size, texts to use, how students prepare for literature circles, and how to make adjustments for struggling readers. Includes a 13-item list of resources. (SR)

Considers how to incorporate all the components of early literacy strategies into a daily schedule. Describes what occurs during each component and how routines, centers, a rotation system, and classroom management are incorporated through a balanced schedule. Creates a seamless instructional and thematically based environment where the components…

Describes the idea of creating a glove for each of the comprehension strategies for use with different text structures. Notes that the gloves serve as a multisensory approach by providing visual clues through icons on each finger and the palm. Discusses three different gloves: the prereading glove, the narrative text structure glove, and the…