Embracing the call to reimagine education, the authors discuss "restorying"--a speculative form of storytelling--to advance insurgent pedagogies and LGBTQ+ wisdom within social studies education, particularly within anti-LGBTQ+ elementary contexts. In this article, the authors first define "restorying" and detail how it…

This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study,…

The purpose of the study aimed to investigate the effect of the Readers Theater (RT) training on elementary school students. In particular, changes in the students' English reading comprehension before and after the RT show, comparison of the students' responses to English learning, especially English reading, the students' opinions on the RT…

For many teachers of middle school and high school, the greatest challenge they face in trying to help struggling readers improve their skills can be students' self-perception. When young people do not see themselves as members of the "literacy club," it is not just a simple matter of persuading them that becoming a fluent reader is…

Guided reading is used in classrooms across the country and, while it is fairly new, it is anything but revolutionary. In this article, and in honor of the 50th volume of "Reading Horizons," the authors take a look back at the 50-year history of this practice, provide a definition of guided reading, analyze what caused the practice to…

Examines the benefits of allowing children ample and regular time periods to read on their own and in their own area of interest in relation to the need for children to understand reading as more than a series of unrelated workbook exercises. (HTH)

Offers Request, the Directed Reading-Thinking Activity, the Expectation Outline, the Prereading Guided Reading Procedure, Word Wonder, and Semantic Webbing as techniques that use many of the basic principles of the directed reading activity while adjusting to the needs of specific materials and students. (FL)

Discusses instructional approaches to content area reading that are described in ERIC documents. Among the areas discussed are prereading activities; strategies to support comprehension as students read; an integrated approach to vocabulary, comprehension, and textbook organization; and kits of materials for integrating reading skills into content…

Suggests that critical reading and reading comprehension be taught separately at first to insure that students learn both to understand and to evaluate pieces of writing. (MKM)

Guided reading is an important component of a comprehensive literacy program. Using this approach to reading instruction is beneficial to all students, including English-language learners (ELLs). While guided reading is generally used in the early elementary grades, this approach is recommended for ELLs of all ages when appropriate methods and…

Describes multilevel French reading course at Houston Baptist University in which class time is divided into instructor-directed time where students and instructor work together and student-directed time where students work individually or in small groups with learning modules. Students contract for grades and work at their own pace. (BK)

Presents two cross-checking activities to help K-3 students learn decoding. The cross-checking involves decoding by using the consonants in a word along with the context. Children learn to decode by thinking about two things simultaneously (what word would make sense in a sentence and the word's letters and sounds). (SM)

Argues that the directed reading activity (DRA) is a teaching strategy of limited use to students and discusses how teachers can transform the teaching strategy into a learning strategy. Discusses the generalization of the DRA strategy, emphasizes self-checking for learner control of strategies, and describes attributional consequences of teaching…

Discusses how directed reading activities and vocabulary guides can be used in an English classroom to help improve students' reading comprehension. (HOD)

Describes how semantic webbing exercises are useful for activating background knowledge, increasing organizational skills, focusing on the topic, and notetaking. (MM)