The idea of this book arose out of an awareness that students with language learning disabilities are completely ignored in the Egyptian school system and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This book, therefore, is an attempt to…

Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K-2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of…

Explores how the imagination might contribute to a sense of knowing in the reading process. Discusses the significance of the imagination when creating meaning from text. Asks about the nature and function of the imagination and seeks answers through the metaphor of "la tristesse" as describes by Francoise Sagan's novel "Bonjour Tristesse" and its…

Exploring ways of helping teachers to extend their pupils' literacy, this paper's intent is to devise and try in classrooms a range of strategies whereby teachers might develop the abilities of their children to use literacy more effectively as a means of learning. It gives an outline of the model used, the Extending Interaction with Texts, or…

The paper describes six skills that can be used to improve the reading comprehension of learning disabled students. The skills can be utilized in a reading program or with reading in a content area. Examples from particular models of instruction are provided as well as a rationale for each. The skills may be used either individually, as a…

Describes the Metacomprehension Strategy Index, a multiple-choice questionnaire, and its supporting validity and reliability data. Discusses how teachers can use and interpret this information to evaluate middle and upper elementary students' knowledge of strategic reading processes. (MG)

Asserts that reading and writing skill instruction should not be taught as a set of discrete steps with phonics workbooks, but instead should be based on examples taken from texts which children write and read. (MM)

This paper shows how scanning can be practiced in a class reading Southeast Asian texts, focusing on methods used to teach scanning techniques to advanced learners of Thai-as-a-Foreign-Language. Instructors can present students with questions or items to search for in a lengthy text, such as the Thai epic poem "Ramakian." (MDM)

The article outlines a strategy called repeated reading which aids educable mentally handicapped and learning-disabled students in gaining mastery of reading skills. Repeated reading focuses on reading passages rather than single words and emphasizes reading rate. The article discusses the method's theoretical basis, empirical evidence, contextual…

Based on the premise that the missing piece of reading instruction is code knowledge, this book is about how to teach a code and the best way for children to learn it. The code used in the book maps 26 symbols to nearly 40 sounds--there are many different ways to spell most sounds, and many symbols stand for more than one sound. Following an…

This article addresses the educational needs of fourth-graders who are having reading difficulties, first by briefly discussing the five research-based components of early reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), and then by recasting these components in terms of instruction of older, struggling students.…

Offers an instructional model for teaching several metacognitive strategies which have been shown to improve reading comprehension in students with learning and reading disabilities. Techniques cover summarizing expository text, comprehending story structure, self-questioning, and text lookbacks and question-answer relationships. (DB)

This article discusses applications of the Cloze whole language technique for teaching reading to deaf students. Techniques described include using Cloze questions in shared reading, predicting language in written text, solving Cloze exercises with teamwork, working with minimal clues, predicting in patterns, and using Cloze techniques for…

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Peabody Classwide Peer Tutoring is presented as an innovative, research-based instructional alternative that gives teachers greater flexibility to accommodate diversity while increasing students' opportunity to engage actively in meaningful, strategy-based reading practice. During 35-minute tutoring sessions, students participate in partner…