The Picture It! reading strategy uses the elements of story grammar and visualization in a mnemonic format to enhance comprehension, aid vocabulary development, visually establish story sequence, and stimulate discussion of both the big picture of the story's meaning and the details which support the author's message. It is a strategy that can be…

Research shows that students who have a good understanding of narrative text structure have fewer problems comprehending stories. Research also suggests that many students require explicit instruction in how to comprehend this text type. While some children are able to figure out the more elaborate structure of narrative text on their own (i.e.,…

This exploratory study describes the instructional strategies and related activities a Grade 1 teacher and I used to promote engagements with informational texts in one rural Jamaican primary school. Some of the instructional strategies and activities were bridging connections from the known to the unknown, reading aloud to increase content…

Suggests using story maps as a direct technique for teaching students the elements of stories: setting, plot, mood, and theme. (MG)

Describes a game that provides opportunities for students to share their thoughts about the key features of stories and their interconnections while also emphasizing story content. (SR)

Presents a new perspective on helping children promote independent functioning. Suggests a theory of instruction for teachers who wish to develop with their students an understanding and appreciation of the concept of integral setting when reading fiction. (MG)

Presents reading/writing units based on story grammar techniques and intended for students in grades one through six. (FL)

Discusses the use of story frames as a strategy for teaching reading comprehension to first grade students, and includes examples of student responses. (JC)

Defines story grammar, reviews pertinent research, and describes classroom activities based on research findings. (NKA)