The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed,…

This teaching model for grades 3-8, a guided comprehension model, is a step-by-step teaching framework that encourages students to become active, strategic readers by providing direct strategy instruction, numerous opportunities for engagement, and a variety of texts and instructional settings. The model was developed in response to the disparity…

Describes the GENRP Model of Instruction in which students generate (G) relevant ideas from prior knowledge, elaborate (E) with information, and use nonredundant processing (NRP) techniques to organize concepts. Claims the method actively involves students, teaches basic literacy, and develops reading and social studies comprehension and…

Discusses an approach for teaching literature using a dynamic, holistic approach to the novel. Uses the "story mind" theory, which is built on the unifying quality of metaphor, and exposes students to analyses of character, overall story, and propelling elements on a variety of level. (Contains 10 references.) (CAK)

Delineates the use of unconventional methods in two novel courses, calling for pedagogy change in college classrooms. The instructor asked students to take on more responsibility and exercise decision-making power about the shape and content of the course. Student responses to this more inclusive pedagogy were mixed. (CAK)

Discusses an instructor's efforts to have students investigate the historical and cultural contexts in which novels are set. Requires students to use primary sources, such as newspapers, to see what ulight this information nsheds on their understanding of the novel they are reading. (CAK)

Proposes a new approach for teaching imaginative literature. Argues for a shifting of emphasis from critical afterthoughts to preparatory remarks for the purpose of strengthening students' initial responses to an assigned work. The type of preparation will depend on the work and the capabilities of the students. (CAK)

Describes an approach to teaching short stories that uses an expanded meaning of diversity. This course incorporates not only a variety of gender, racial, and ethnic perspectives, but also a number of differing examples of the short story cycle, an integrated collection that features discrete, autonomous stories that add up to a composite whole.…

Proposes the use of film theory to help students analyze literary texts. Finds that film theory concepts appeal to highly visual students and provide a framework for discussing images. Suggests that central themes, primary symbols, and character development are underscored by the images constructed by the author. (Contains 13 references.) (CAK)

A detailed teaching model designed to develop effective reading skills in content areas (ERICA) is presented in this document. The paper begins with a discussion of the four stages of the ERICA model: (1) preparing for reading, (2) thinking through information, (3) extracting and organizing information, and (4) translating information. The paper…

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

Describes the exchange that takes place between an English and a Nursing professor when a student writes a paper about Shelley's Frankenstein that incorporates Maslow's hierarchy of needs in the analysis. Discusses the collaborative conversations that took place as a result of this essay and the new pedagogical ideas this discussion generated.…

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

This book focuses on a key component of literacy instruction: helping children become thoughtful, independent readers who are able to use a flexible repertoire of reading strategies for comprehension and word recognition. The book presents research-based explanations and guidelines that culminate in a comprehensive strategy instruction model. It…

This article offers the Integrated Strategies Instruction Model as a method for teaching content-area lessons to students with mild disabilities, using a variety of graphic organizers. The model lends itself to both teacher-directed and student-directed learning activities. (DB)