Offers suggestions on teaching students to find the answers in a passage by asking questions before reading the material. (RB)

Explains how a teacher taught his class the value of skimming in developing reading comprehension. (FL)

After expanding on the definition of advance organizers as proposed by David Ausubel, this paper offers possible reasons for the lack of strong empirical support for the use of the strategy. It then cites examples of the successful use of advance organizers with learners from nursery school through college and in a variety of disciplines. The…

Reports the results of a study in which community college students were found to be unable to summarize adequately without considerable training. (AEA)

Two instructional strategies to help mildly learning handicapped students read and understand textual material are described: (1) previewing (use of introductory paragraphs, including questions, that provide a cognitive framework for approaching a textbook passage); and (2) text summarization by students themselves as a follow-up activity.…

A study was conducted to determine whether explicit instructions could be as effective as paraphrased adjunct questions in enhancing subjects' reading comprehension. Eighty-six United States Navy enlisted men were assigned to one of four groups and given a lengthy passage from the "Naval Orientation Manual" to read. Following the…

This paper describes the composition of one particular kind of study guide called a pattern guide that can be used by content area teachers to aid their students in reading and understanding their textbooks. The purpose of the guide is stated as highlighting the reading and thinking skills to be used as well as the most important concepts to be…

This monograph is the second in a series of semiannual reports that focus on research related to reading in secondary schools. The first section contains two literature reviews dealing with study habits and study skills related to reading. The second section offers two reviews related to prereading anticipation activities, including the advance…

Merging the instructional implications drawn from theory and research in the interactive reading model, schemata, and metacognition with computer based instruction seems a natural approach for actively involving students' participation in reading and learning from text. Computer based graphic organizers guide students' preview or review of lengthy…

Options are presented in this paper for the imaginative use of questions in content area study. An argument is made against the stereotyped use of questions to test factual recall and for the use of questions to expand instruction in content study to stimulate higher levels of thinking and learning activities. Suggestions and examples are provided…

A two-part study examined the effectiveness of glossing (writing comments or questions in text to improve comprehension) when students use it in social studies texts in combination with discussions and other activities. Students were divided into two groups, one of which learned glossing while the other engaged in assigned workbook activities.…

"Imbedded Aids to Readers" is a theoretical component of the "Languaging in the Content Areas" (LICA) thesis, which emphasizes that understanding the uses of language and increasing language practice will improve content reading and critical thinking ability. The imbedded aids are clusters of vocabulary and…

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

Middle school students (N=35) who read and paraphrased an advance organizer prior to study, correctly answered significantly more lower-order study questions than did students not encountering the organizer. Middle school (N=26) and college (N=30) students who read and paraphrased the advance organizer constructed significantly better answers for…

To determine whether the addition of study skills in the teaching of social studies would improve the learning of social studies content, a study was conducted comparing two fifth grade classes in social studies for a period of nine weeks. One fifth grade group of 15 students was the control group and the other fifth grade group of 17 was the…