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)

Until researchers achieve a breakthrough on comprehending what comprehending is all about, teachers need help on how to help students comprehend what they are reading. According to schema theory, students must be able to pronounce almost all key words and have schemata previously instantiated (know the meanings of almost all key words) in order to…

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)

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Advocates the application of L. Kohlberg's stages of moral reasoning to literary characters as a stimulus to generate insightful interpretations of characters' actions in literature. (HOD)

A study examined the types of questions teachers asked and the types of responses they elicited from prestory and poststory portions of reading comprehension lessons. The Question Response Interaction instrument was used to gather data from teachers and their inner city third, fourth, and sixth grade students in both high and low reading groups.…

Presents four Directed Reading-Thinking Activities (DR-TA) for use in secondary social studies classrooms. Defines a DR-TA and shows its applicability in teaching students effective study habits when reading social studies textbooks. Offers strategies intended to engage students with their textbooks, highlighting interior monologues and grouping…