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

Using a developed structural schema specifying the categories of knowledge important to understanding a scientific theory, two experiments involving 82 undergraduates were conducted to assess the effects of structural schema training and text organization on the comprehension and recall of scientific prose. (Author/PN)

To improve the inferential comprehension of good and poor fourth-grade readers (n=40), teachers provided instruction in (1) drawing inferences between new and existing knowledge, (2) discussing, prior to reading, events similar to the story, and (3) providing inferential questions to discuss after reading. (Author/PN)

This brief focuses on the word identification strategy component of the Strategic Instruction Model (SIM) and reviews recent research showing the effectiveness of this strategy for secondary students with disabilities. The word identification strategy is intended to help struggling readers decode and identify unfamiliar words and is based on the…

This article describes a campaign to improve reading instruction called "Learning to Read, Reading to Learn." Tips are offered for parents on ways to help their child become a better reader, and the names, addresses, and telephone numbers of 38 experts in reading instruction who are willing to assist schools with their reading instruction…

Describes several strategies California principals can use to make effective use of thematic assessment data to improve reading instruction, guide staff training in the use of assessment data for instructional decision-making, and establish schoolwide norms for aligning assessment data with instructional practices. (PKP)

After each page of reading a short story, 10 elementary students attending a residential school for the deaf were asked to think aloud (or think visibly). Participants constructed meaning, monitored comprehension, and activated strategies to improve comprehension, and evaluated, but did not demonstrate, each reading strategy within these…

Examines the effectiveness of self-questioning and summarization instruction on adult poor readers enrolled in adult education programs. Demonstrates the benefit of teaching text comprehension strategies to adults who are poor readers. (RS)

Describes teaching an approach to clarifying relationships among ideas in texts (based on S. Toulmin's model of argument analysis) which helps students move from teacher-directed classroom reading to independent self-monitored comprehension. (SR)

Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time…

A key to the success of the Just Read and other effective reading programs is complete involvement of the entire school. School leaders must be committed to reading improvement, support teachers' efforts, and give them time to succeed. Overcoming parent and/or teacher resistance to involving reluctant readers is essential. (MLH)

Describes an elementary school study that investigated how to successfully implement the Accelerated Reader program, an electronic reading management program designed to replace standard book reports and raise students' motivation to read quality literature and help them become better readers. Topics include student attitudes; teacher attitudes;…

Investigates the effectiveness of main idea identification training by teachers who had been successfully trained in such identification. Finds that the experimental group of students (in grades six, seven, and eight) performed better than the control group on main idea identification and knowledge of strategies related to that process. Discusses…

Four children with cerebral visual impairment caused by periventricular leukomalacia were followed for two years during their process of learning to read in mainstream classes. Two of the children were offered both Braille and print reading as reading media. The other two children read ordinary print without special teaching. Differences in…

Concept-Oriented Reading Instruction (CORI) offers children the opportunity for endless challenges and discovery. Engaged literacy learners are motivated, have conceptual understanding, use cognitive strategies, and interact socially. CORI is a classroom context that promotes literacy engagement in terms of seven dimensions: observational,…