This book provides specific, practical suggestions for the classroom teacher, covering the whole of the elementary school reading program. Chapters include "Teaching Reading,""Instructional Materials,""Organizing for Instruction,""Oral and Silent Reading,""Readiness for Reading,""Preschool Reading,""Reading in the Kindergarten,""Whole Word…

To be used in the development of reading curricula in the local school setting, this list of generic objectives is part of a set produced by the System for Pupil Program Evaluation and Development (SPPED) which includes criterion objectives and content lists for the specification of generic objectives. In addition to the objectives, this…

Demonstrates that the application of reading and study skills during subject-area teaching does transfer to higher achievement scores on standardized tests. Suggests a realistic strategy for including reading instruction within subject areas at the junior high school level. (Author/RL)

Outlines can be used before and after reading textual material to improve recall and comprehension. (MKM)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

This review found that providing reading and study-skill instruction in the social studies curriculum can raise achievement scores in both reading and social studies to higher levels than what pupils would achieve without instruction. In those treatments that were successful, teachers played an important role. (Author/PN)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Defines the specialty of content area reading instruction and identifies the gaps in the knowledge base underlying this specialty. (AEA)

The author outlines reading experiences appropriate to students in the middle grades, including reading strategies, study skills, comprehension development, and experiences with literature. Provision of these experiences in the middle school curriculum, through both formal instruction and integration into other curriculum areas, is discussed. (SJL)

Explores the effect of graphic organizer instruction versus outlining on students' recall of text. Finds that students who used graphic organizers and who received training in summarization and question generation scored significantly higher than groups instructed in outlining or graphic organizers alone. (RS)

Examines the effectiveness of combining two cognitive strategies, self-questioning and prediction, for a range of students reading below grade level. Finds that the use of these combined strategies improved reading comprehension of both slightly and severely disabled middle school students. (SR)

The lack of systematic instruction in understanding and answering questions prompted the development of a taxonomy of 300 American history questions sampled from four current and commonly used intermediate grade level history textbooks. Each category of the classification includes a description of the information the question type provides the…

Because analogical reasoning plays a major role in content area reading comprehension, teachers should learn to teach analogy-solving skills and to identify the kinds of difficulties some elementary students will have in solving them. Analogies are statements of relationships wherein one term is similar to another term. Relationships in analogy…