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North Central Regional Educational Lab., Elmhurst, IL. – 1991
This compilation explains the Strategic Reading Project (SRP), a long-term staff development project for schools committed to improving their students' ability to read strategically. Noting that the SRP has been designed for elementary schools, the compilation points out that the project is adaptable to high schools. The Project Team Notebook in…
Descriptors: Elementary Secondary Education, Metacognition, Prior Learning, Program Descriptions
Ontario Dept. of Education, Toronto. – 1992
Drawn from the experience of various ministries and departments in governments across Canada, this guide is meant to be a practical guide in implementing plain language for managers in the Ontario (Canada) government. The guide describes how to use plain language in planning, writing, designing, and editing forms and documents, and how to set up…
Descriptors: Audience Analysis, Editing, Foreign Countries, Guidelines
Peer reviewed Peer reviewed
Bakken, Jeffrey P.; Whedon, Craig K. – Intervention in School and Clinic, 2002
This article discusses how to teach children with mild disabilities to identify the five different types of expository text structures: main idea, list, order, compare/contrast, and classification. It then explains a strategy for each text structure type that can be taught to children to improve comprehension in content area classes. (Contains…
Descriptors: Elementary Secondary Education, Expository Writing, Learning Disabilities, Mild Disabilities
North Central Regional Educational Lab., Oak Brook, IL. – 2002
Researchers have found that readers they described as "strategic" had a purpose for reading, that they monitored their comprehension as they read, and they reflected on their reading. Although most readers have grasped fundamental reading processes by age 12, they still do not have well-articulated concepts about effective strategies to…
Descriptors: Classroom Techniques, Intermediate Grades, Metacognition, Middle Schools
Pennsylvania State Dept. of Education, Harrisburg. – 1997
Encouraging teachers to utilize procedures and techniques that help their students become active, willing lifelong readers, this handbook has been compiled to serve as a guide for integrating the Pennsylvania System of School Assessment's (PSSA) definition of reading as a dynamic, interactive process into classroom practice. The handbook…
Descriptors: Intermediate Grades, Reading Achievement, Reading Comprehension, Reading Improvement
Dickson, Shirley V.; And Others – 1995
Research-based instructional priorities for text organization and curriculum design are reviewed, with special attention to the needs of diverse learners. Research indicates that the physical presentation of text and text structure help students learn information in textbooks and reading materials. Students can apply their awareness of…
Descriptors: Elementary Secondary Education, Instructional Design, Instructional Materials, Reader Text Relationship
Englert, Carol Sue; Mariage, Troy – Academic Therapy, 1990
POSSE, an instructional procedure for a reading comprehension curriculum, structures classroom dialogue about text meaning. Students with mild handicaps predict what the story will be about, organize their knowledge, search for the text structure, summarize, and evaluate. POSSE's successful application is dependent upon effective lesson dialogue…
Descriptors: Curriculum, Dialogs (Language), Elementary Secondary Education, Learning Strategies
Peer reviewed Peer reviewed
Munk, Dennis D.; Bruckert, Jana; Call, Deborah T.; Stoehrmann, Traci; Radandt, Erin – Intervention in School and Clinic, 1998
Provides an overview of curricular and instructional adaptations, modifications, and methods that have been used to provide science instruction to students with learning disabilities. Strategies are described within the context of a textbook-based unit on the solar system. (Author/DB)
Descriptors: Curriculum Development, Elementary Secondary Education, Inclusive Schools, Learning Disabilities
Peer reviewed Peer reviewed
Schirmer, Barbara R. – TEACHING Exceptional Children, 1997
Discusses strategies that teachers can use to support children with and without disabilities in comprehending reading material. Factors contributing to text readability, language learning for students who are deaf or hard of hearing, and strategies for in-class text reading and independent text reading are described. (CR)
Descriptors: Bilingual Students, Classroom Techniques, Deafness, Elementary Secondary Education
Riggs, Ernestine G.; Gil-Garcia, Ana – 2001
Although middle and high school teachers rightfully view the teaching of subject-area content as their primary responsibility, there is an increasing recognition that they must also play an active role in ensuring that students are not left behind because of reading problems. This report emphasizes that middle and high school teachers do not need…
Descriptors: Classroom Techniques, High Schools, Inferences, Instructional Effectiveness
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Calfee, Robert; Chambliss, Marilyn – Annals of Dyslexia, 1988
The paper discusses (1) sources of difficulty in comprehending technical writing, (2) distinctions between content structure and text structure, (3) building blocks for expository writing and techniques of text design, (4) contrasts between American and Japanese science and social studies texts, and (5) suggestions for promoting comprehension.…
Descriptors: Cross Cultural Studies, Elementary Secondary Education, Expository Writing, Foreign Countries
Peer reviewed Peer reviewed
Dickson, Shirley V.; And Others – LD Forum, 1995
Six instructional design principles are recommended to enable students with learning disabilities to comprehend and compose expository materials. The instructional principles are illustrated using the compare/contrast text structure. Charts provide examples and clarification of the strategies. (SW)
Descriptors: Comparative Analysis, Elementary Secondary Education, Expository Writing, Instructional Design
Peer reviewed Peer reviewed
Ciborowski, Jean – Remedial and Special Education, 1995
This article summarizes the literature on effective textbook instruction and offers suggestions for special educators and content instructors to work together to maximize effective instruction with students who have reading difficulties. Specific techniques for activating prior knowledge, helping students become more active thinkers, and…
Descriptors: Classroom Techniques, Content Area Reading, Elementary Secondary Education, Instructional Effectiveness