This booklet presents tutoring strategies for use in the Read-Write-Now! Partners Tutoring Program, which assists school-age children, grades 1-6, in reading and writing. The booklet discusses general strategies, guidelines for effective tutoring, what to do during tutoring sessions, paired reading (including the basics and some "finer…

This paper discusses two reading comprehension strategies for teachers to incorporate into their teaching methods. The paper reviews research and suggests techniques to support these strategies, vocabulary packs and cued spelling. Vocabulary packs, an effective strategy to increase reading comprehension, allow students to work independently on…

A practicum used a program of high interest activities involving reading to address the problem of low reading comprehension grades and test scores of eight students in the second through fourth grades, who were an average of 1 year behind the norm in reading. The program's six units included a listening unit, computer technology unit, daily…

A study examined the effects of instruction versus no instruction of comprehension monitoring strategies and the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness and reading achievement of students. Subjects, 57 fifth-grade and 51 third-grade students from 6 intact classrooms…

This paper examines the problem of content reading by elementary school age children and gives teachers advice to facilitate learning of expository text. Armbruster, Anderson, and Ostertag (1987) identified some of the difficulties students have with content reading to be lack of interest, lack of motivation, and insufficient prior knowledge.…

This literature review examines studies in the field of metacognition and reading comprehension on the elementary level. It discusses sources in the areas of metacognitive theory, field experimentation, and specific learning and teaching strategies which have emerged from experimentation. The 25 sources are taken from published journals and ERIC…

Even though reading is a complex process, cognitive psychologists generally agree that reading is an active thinking process. Four aspects of the interactive view of reading can help define this process: (1) readers use both what they know and information from the text to construct meaning; (2) readers elaborate what and how they read; (3) readers…

If, by looking more closely at word identification, knowledge of word meanings, and reading comprehension, some interesting similarities and differences are found between children and adults who are learning to read, then the approaches that work best with each group can be identified. When children learn to read, fluency of word identification…

Two experiments examined children's ability to apply three different standards for evaluating their understanding. Five-, seven-, nine-, and eleven-year-old children were presented with short narrative passages within which were embedded three types of problems (nonsense words, internal inconsistencies, and prior knowledge violations), each of…

Reports a study indicating that students who received instructions to induce mental imagery identified both explicit and implicit inconsistencies in text significantly more often than did those in a control group, supporting the use of mental imagery as a comprehension-monitoring strategy. (HTH)

Shows how teaching mathematics helps in teaching reading sequence skills. Asserts that students who can write a mathematical sentence, reconstructing the series of events in a verbal problem, can transfer those skills to develop the reading skill of time-order sequence. Illustrates this strategy with three examples of mathematical sequence problem…

Reviews research on the possible roles that errors might play in learning to read. Contrasts a productive view of errors with the view that errors are problematic to instruction, stating that the two are compatible. Concludes that errors can have both a generative and an inhibiting function depending upon instructional conditions. (GEA)

Discusses a study in which four low-achieving 12-year-old readers were trained to tutor similar age low-achieving readers in reading comprehension strategies. States that both tutors and students learned to use the strategies effectively and that both groups made substantial gains in comprehension. (GEA)

Study compares the use of vocabulary instruction in a traditional basal reader format with that of two other lesson frameworks--Reconciled Reading Lesson and List-Group-Label--as a means for improving comprehension of basal stories. (MM)

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