Encourages use of the newspaper to remediate skills in older nonreaders. Proposes teaching essential reading skills concomitant with basic voting procedures so that nonreading adults will be able to function in society and describes seven activities requiring use of critical, literal and inferential skills. (JK)

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)

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

Expands the usual notion of critical reading from just the judgments readers make about the text to include judgments they make about their "reading" of the text. Describes activities to develop "executive" metacomprehension skills. (HTH)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

Predicting and questioning are two of the most important skills that children can use to achieve reading proficiency. Strategies are suggested that teachers can use to help children develop these skills. Appropriate reading materials and questioning techniques are discussed. (PP)

Outlines a technqiue for using books with predictable content with young children and lists several such books. (FL)

Diekhoff argues that you must teach trainees how to learn. He recommends pretraining in learning strategies, including self-pacing, concentration, and reading comprehension. (CT)

Discusses the difficulties adolescents with learning disabilities often have in higher-level reading comprehension skills, such as character analysis. Suggestions are provided to help teachers select stories and provide instructional support to facilitate student success, including ways to introduce the story, enhance comprehension, and extend…

This book provides practical, research-based guidelines for reading comprehension instruction in grades K-9. The book integrates current research findings with real-life observations of diverse students in action, identifying the strategies that successful readers use to comprehend many different types of materials. It offers recommendations for…

Skills development in reading should be balanced with reading, listening, and talking activities which focus on content and themes, so that reading comprehension is also developed. (SJL)

Notes that good oral reading can strengthen the relationship between the spoken and printed word and improve comprehension. Offers suggestions to develop students' ability to read aloud. (FL)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

The understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through serious research. While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show people the skills children must learn in order to read well. This guide, designed…

Several techniques and strategies for teaching reading comprehension, which have already proved effective in first language reading instruction, may also be used when teaching English as second language. The techniques presented here address the following issues: (1) background knowledge; (2) textual analysis; (3) metacognition and strategy…