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Peer reviewedMelendez, E. Jane; Pritchard, Robert H. – Foreign Language Annals, 1985
Research on the schema theory of comprehension and cultural schemata, on background cultural knowledge, is reviewed and related to reading comprehension theory and practice. In line with the research findings, several activities for pre-reading, reading, and post-reading are described, with suggestions for teacher preparation and classroom use.…
Descriptors: Advance Organizers, Class Activities, Context Clues, Cultural Awareness
Peer reviewedReadence, John E.; Moore, David – Reading Psychology, 1979
Discusses research that indicates the value of prereading and postreading in content area reading; explains the encoding specificity principle, which is the basis of methods that present similar cues during prereading and postreading. Describes several instructional applications of this principle. (GT)
Descriptors: Advance Organizers, Content Area Reading, Directed Reading Activity, Learning Theories
Peer reviewedRousseau, Marilyn K.; And Others – Education and Treatment of Children, 1993
Two instructional treatments to increase oral reading and reading comprehension were evaluated with 5 Hispanic students (ages 11 and 12) with speech and language impairments. For all students, preliminary discussion of key words was more effective than listening to the story prior to reading but not more effective than the combined treatment.…
Descriptors: Advance Organizers, Hispanic Americans, Instructional Effectiveness, Intermediate Grades
Pace, Ann J.; And Others – 1986
An earlier study found virtually no relationship between college students' reported studying practices and various tests of reading comprehension, so a second study investigated whether different results would be obtained with an instrument based on study strategies college students actually reported using. Scores on this instrument were to be…
Descriptors: Academic Achievement, Advance Organizers, Content Area Reading, Data Analysis
Scott, Wendy; Millar, Ninian – 1984
Teachers who do not use specifically communicatively-oriented textbooks can still derive much useful communicative language work from them. A key to success is engaging the student in the reading and comprehension of the text. Class exercises that can be used as pre-reading or pre-listening activities include: (1) giving students key words or…
Descriptors: Advance Organizers, Class Activities, Classroom Techniques, Communicative Competence (Languages)
Download full textERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1985
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 9 titles discuss the following topics: (1) a comparison of the effects of three methods of vocabulary instruction on vocabulary acquisition and reading comprehension; (2) the use of an elaboration strategy combined with classroom…
Descriptors: Advance Organizers, Annotated Bibliographies, Content Area Reading, Reading Comprehension
Anders, Patricia L., Ed. – 1980
A selection of seven articles on teaching reading to high school students is presented in this report. The topics discussed are: (1) a structured approach to reading expository prose, (2) the effectiveness of sustained silent reading, (3) readability variations in secondary remedial high interest books, (4) the effects of previewing difficult…
Descriptors: Advance Organizers, High Schools, Language Proficiency, Readability
Peer reviewedRowe, Deborah Wells; Rayford, Lawrence – Reading Research Quarterly, 1987
Indicates that a broad age range of students can use some purpose questions as cues to activate background knowledge. Suggest topic familiarity, amount of information presented, and the presence of genre clues as text features affecting schema activation. (NKA)
Descriptors: Advance Organizers, Context Clues, Elementary Secondary Education, Grade 1
Langford, Patricia A.; Rizzo, Sandra K.; Roth, Jean M. – 2003
This study was an action research project designed to improve students' reading comprehension. Students in the targeted kindergarten, second, and third grade classes exhibited a lack of reading comprehension, which interfered with their academic achievement. Data was collected by student and parent surveys, observations, and document analysis.…
Descriptors: Academic Achievement, Action Research, Advance Organizers, Family Characteristics
Kirkley, Alma L. – 1981
A study examined whether the frequent use of advance organizers in the content areas would significantly improve the reading comprehension of junior high school compensatory education students. For ten weeks a group of 16 students was exposed to the continuous use of advance organizers (structured overviews, previewing, questioning, and…
Descriptors: Advance Organizers, Compensatory Education, Content Area Reading, Grade 7
Peer reviewedGriffin, Cynthia C.; And Others – Journal of Educational Research, 1995
This study examined whether graphic organizer instruction would facilitate comprehension, recall, and information transfer, and how much explicit instruction was necessary for independent generation of graphic organizers. Fifth graders read social studies information with or without graphic organizers and explicit instruction. Explicitness and…
Descriptors: Academic Achievement, Advance Organizers, Elementary School Students, Grade 5
Peer reviewedVande Kopple, William J.; Shoemaker, Allen – Visible Language, 1988
Explores how several kinds of metadiscourse that convey interpersonal meanings affect readers. Describes results of an immediate recall test given on two informative paragraphs which contained some modality markers. Discusses possible roles of modality markers in discourse processes. (KEH)
Descriptors: Advance Organizers, Coherence, Context Clues, Critical Reading
Peer reviewedEllis, Edwin S. – Intervention in School and Clinic, 1994
This article offers the Integrated Strategies Instruction Model as a method for teaching content-area lessons to students with mild disabilities, using a variety of graphic organizers. The model lends itself to both teacher-directed and student-directed learning activities. (DB)
Descriptors: Advance Organizers, Classroom Techniques, Content Area Writing, Elementary Secondary Education
Thompson, Dennis N.; And Others – 1986
A study was conducted to investigate ways in which reading comprehension could be instructionally influenced and whether that influence differentially affected young and elderly adult learners. The study attempted, too, to determine whether advance organizers--instructional aids designed to precede a main passage and to provide an organizational…
Descriptors: Adult Development, Advance Organizers, Age Differences, Aging (Individuals)
Ward, Annita Marie – 1988
Semantic mapping, which involves the application of vocabulary meanings, increases cognitive processing, and develops the cognitive structure, is recommended for use with literacy students in adult learning centers. Semantic mapping can be used as a prereading or prewriting stimulus, or as a postreading check of comprehension. Also, developing…
Descriptors: Adult Literacy, Adult Reading Programs, Advance Organizers, Cognitive Processes
