Getting students to ask questions in class, about the content, can be a difficult undertaking especially once students get to university. The nature of the lecture format makes it problematic for students as they often feel like they can't ask questions. When children are small they ask questions all the time. Sometimes we get tired of them asking…

Today more than ever, educators are challenged to meet the literacy needs of all learners in increasingly diverse classrooms. To help them meet this challenge, author Susan E. Israel, shows how to use metacognitive assessments to adapt literacy instruction to elementary students' individual needs. This book supplies teachers with easy access to…

Describes a method used to teach freshman students how to make research a conscious part of their reading and writing processes, by helping them use their personal associations with a text and their questions about a text, to compose meaning and become conscious of the activities they are performing. (HTH)

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…

Compared to 92 low-achieving and high-achieving students, 46 intermediate grade learning-disabled students wrote compositions, wrote summaries, and produced comprehension recalls that were less organized and contained fewer ideas. Interviews indicated that learning-disabled students possessed less knowledge about processes related to…

Filling a crucial gap in the literature, this immensely practical volume presents innovative tools for helping K-3 students significantly increase their ability to make meaning from texts. The focus is on teaching the comprehension processes employed by expert readers, using a carefully sequenced combination of whole-class activities, specially…

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on using skills and strategies for effective learning is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the…

Intended for elementary and secondary school teachers, this handbook provides practical instruction for the development of students' study strategies. Each of the four chapters begins with a study guide and closes with a reaction guide, thus illustrating for the reader an excellent study strategy that teachers may use with text materials in their…

By providing definitions of key concepts, outlines of major models, and practical suggestions for classroom implementation, this pamphlet gives teachers access to current research on the interactive model of reading. The topics covered include: Vygotsky's learning theory, metacomprehension, prior knowledge, chapter mapping, cooperative learning,…

A study examined the effects of teachers' use of explicit explanation on students' levels of metacognitive awareness of the reading process and on their reading achievement as measured by a standardized test. Subjects, 22 fifth grade teachers from 13 different elementary schools, were observed by researchers who had been trained in using a…

Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the…