"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Reviews materials that teachers and students can use to help build knowledge of topics and word meanings that are essential to reading comprehension. (FL)

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Provides suggestions for activating prior knowledge, getting children to be aware when their comprehension is lagging, and tying it all together at the end. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Describes a story grammar, summarizes some results of story grammar research, and suggests instructional procedures for developing children's concept of story and story components. (FL)

Uses the Socratic method as a point of departure and suggests steps that teachers can take to teach students how to formulate their own questions for better comprehension ability. (JK)

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

Suggests that teaching schema that gives learners not details but a process for interpreting stories will produce results with carryover. (FL)

Promotes active involvement in the reading/thinking process, leading students to better retention and interpretation of text information. (AEA)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

Designed to interpret comprehension recalls in terms of textual information and cognitive processes used, this instrument outlines four stages for interpretive recalls, based on the premise that recall of a text results from receptive and productive processes. Stage 1 specifies which information is pertinent for analysis; stage 2 discusses the…

Fifteen exercises are presented that are intended to increase reading comprehension in seventh and eighth graders via emphasis on word recognition, language comprehension (syntax and semantics), and reasoning skills (including inference, analogies, relationships, and direction following). (CL)

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)