Expands on how a strategic reader uses text structure knowledge as an overarching strategy, a framework within which to incorporate other strategies to gain ideas from text. (MG)

Discusses how students become automatic at reading sub-skills, the indicators that can be used to determine whether a student is automatic, and the psychological mechanisms that allow students to perform complex skills automatically. Discusses implications of automaticity research for teaching reading. (RS)

Identifies five phases of development to distinguish the course of word reading; notes each phase is characterized by students' working knowledge of the alphabetic system, which is central for acquiring word reading skill. Explains the usefulness of this information for teachers of problem readers. Explains the processes that students acquire in…

Responds to five questions which are frequently asked about the purpose and nature of Reading Recovery, a popular and successful program. (MG)

Explores task, person, and strategy variables as determinants of strategy use in college students, drawing upon study strategy, metacognition, and attribution research literatures. Finds that the college students reported using more than eight strategies per student on the average. (MG)

Suggests changes in the Guided Reading format based on recent research on the nature of reading and reading instruction. Emphasizes the dynamic process of constructing meaning from text. (MG)

Examines the skills readers bring to the reading act, the print requirements of social studies textbooks, why breakdowns in learning sometimes occur during reader interactions with text, and possible solutions. (SR)

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Suggests that teachers can work with children to help them learn to "read" pictures using current models of reading comprehension as a guide. Discusses three steps in this process: connecting prior knowledge to illustrations, using picture clues, and extracting meaning from the words and sentences. (MG)

This guide will help teach phonemic awareness to Pre K-3 students. It presents phonemic awareness as a sophisticated branch of phonological awareness through interactive activities that allows the student to succeed in learning the sounds represented by the letters of the alphabet. The book is designed to provide easy-to-follow suggestions for:…

Mini-lessons (brief, informative explanations that demonstrate what readers do) are a key instructional practice in meaning centered reading programs. The content of the mini-lessons is determined by the needs of learners. In procedural mini-lessons, teachers explain the steps for successfully completing a task or performing a reading-related…

This book uses phonics to teach reading in a complete manual for beginning and remedial readers of all ages. The book builds sounds and spelling patterns slowly and systematically into syllables, phrases, and sentences of gradually increasing complexity, presenting only one sound per lesson--each new sound builds upon previously learned skills for…

Written primarily for teachers of elderly students and for elderly readers, this manual provides information about the elderly reader, about language, and about the reading process itself. The first chapter contains a review of current research on elderly readers that provides information about the materials they like to read, the materials they…

Deaf elementary and secondary students were found to be less skilled when reading stories in "elaboration" (i.e., drawing conclusions through interpretation of details), a process requiring higher-order thinking skills. An approach to teaching these skills is described that compares and contrasts a series of stories sharing a common theme. (VW)

Argues that a fresh look at some aspects of reader response theories could have a revitalizing effect on classroom practices. Suggests that for students to respond to texts, they will have to make more use of what happens while they read. Exemplifies some reader response strategies through the author's own responses to a short story. Suggests…