Describes the story grammar and plans analysis approaches to analyzing children's understanding of simple stories. (DD)

Describes a reading program focused on comprehension and defends it as being student-centered, as keeping language and thought intact, and as beginning and ending with meaning. (DD)

Describes a sequence of instructional strategies for teaching writing, based on schema theory, to help young readers with comprehension and structure. The sequence includes "factstorming," categorizing facts, collaborative drafting, sequencing paragraphs, drafting introductions and conclusions, organizing parts, interpreting similar…

Reviews instructional materials and teaching guides for reading and comprehension. (HTH)

Presents a model designed to expand the comprehension skills and literary interests of children in elementary school. (DD)

Questions designed to measure inferential reading comprehension often measure prior knowledge and experience instead. (DD)

Many of the award winning Newbery books have a readability level at the upper elementary grades. (JH)

Examines the elements in the text, within the reader, and within the environment that now comprise the broader meaning of the term "context." Discusses how these interrelated elements influence reading comprehension. (HTH)

Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Redefines reading as a meditative rather than a narrowly cognitive process. Decries instruction in reading for comprehension and assessment because it restricts opportunities to explore and "get lost" in reading. (HTH)

Discusses distinctions between story grammar and schemata, arguing that knowledge of these two concepts has its best educational applications when placed within a developmental perspective. Provides a theoretical framework for story comprehension questioning strategies for teachers. (HTH)