"Autism at-a-Glance" is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the "Autism at-a-Glance"…

The Effective Instructional Strategies Series is a collection of six booklets based on the components used in Pacific Communities with High-performance In Literacy Development (Pacific CHILD), a principles-based professional development program consisting of research-based teaching and learning strategies proven to help improve students' reading…

Four categories of questions (requests, recall, discrimination, relating concepts, problem solving) and five categories of feedback (evaluate positive, evaluate negative, prompt, expand, refocus) are described. Planning considerations for exceptional students are discussed. (JW)

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

Describes simple prereading activities and questioning techniques for improving comprehension in English. Many of the ideas could be adapted by other subject area teachers. (Author/SJL)

One way teachers can improve students' reading comprehension is to teach them to think while reading, questioning the text and carrying on an inner conversation. This involves: choosing the text for questioning; introducing the strategy to the class; modeling thinking aloud and marking the text with stick-on notes; and allowing time for guided…

Presents and discusses one set of comprehension questions found in "A Teacher's Guide to the Macmillan Readingtime Books." (RB)

Suggests techniques for improving students' ability to grasp the main idea in what they read and to form conclusions based on their reading. Brainstorming, outlining, questioning, and paraphrasing are some of the methods recommended. (Author/SJL)

Offers examples of questions that might be asked in assessing children's different levels of comprehension of a reading passage. (GT)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (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)

Reciprocal teaching uses a structured discussion based on four strategies: questioning, summarizing, clarifying, and predicting. Suggestions are presented for teachers wishing to use this technique in their classrooms. (CB)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Discusses distinctions between story grammar and schemata, arguing that knowledge of these two concepts has its best educational applications when placed within a developmental perspective. Provides a theoretical framework for story comprehension questioning strategies for teachers. (HTH)

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)