Descriptor
Source
| Journal of Reading | 34 |
Author
Publication Type
| Journal Articles | 27 |
| Guides - Classroom - Teacher | 18 |
| Opinion Papers | 7 |
| Reports - Research | 4 |
| Information Analyses | 2 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
Audience
| Practitioners | 10 |
| Teachers | 7 |
Location
| Nigeria | 1 |
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Peer reviewedLee, Joyce W. – Journal of Reading, 1978
Explains various types of context clues to aid students in understanding vocabulary in texts. (MKM)
Descriptors: Cloze Procedure, Content Area Reading, Context Clues, Junior High Schools
Peer reviewedWagener, Elaine H. – Journal of Reading, 1977
Describes how reading early pioneer recipes is a way of encouraging growth in comprehension skills as well as an incentive to read for otherwise reluctant readers. (HOD)
Descriptors: Reading Comprehension, Reading Instruction, Reading Skills, Secondary Education
Peer reviewedOtto, Wayne – Journal of Reading, 1985
Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)
Descriptors: Educational Change, Personal Narratives, Reading Comprehension, Reading Instruction
Peer reviewedD'Angelo, Karen – Journal of Reading, 1983
Discusses the benefits of precis writing and suggests specific tasks to develop that skill. (AEA)
Descriptors: Higher Education, Reading Comprehension, Study Skills, Teaching Methods
Peer reviewedStieglitz, Ezra L.; Stieglitz, Varda S. – Journal of Reading, 1981
Outlines a procedure for building an understanding of vocabulary terms in content areas. (AEA)
Descriptors: Concept Formation, Content Area Reading, Elementary Secondary Education, Reading Comprehension
Peer reviewedJosel, Carol A. – Journal of Reading, 1986
Describes a Silent Directed Thinking Activity that was based on an abridged version of Edgar Allan Poe's "The Cask of Amontillado" and used with eighth-grade remedial classes. (HOD)
Descriptors: Directed Reading Activity, Reading Comprehension, Reading Instruction, Remedial Reading
Peer reviewedJohnson, Dale D.; von Hoff Johnson, Bonnie – Journal of Reading, 1986
Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)
Descriptors: Cognitive Processes, Inferences, Learning Strategies, Prior Learning
Peer reviewedTempleton, Shane – Journal of Reading, 1983
Offers an instructional sequence based on the premise that the spelling of English words very often reflects meaning more than sound and designed to help students make use of this understanding in learning to spell and to increase their vocabulary. (AEA)
Descriptors: Cognitive Processes, Phoneme Grapheme Correspondence, Reading Comprehension, Reading Instruction
Peer reviewedAlvermann, Donna E.; Swafford, Jeanne – Journal of Reading, 1989
Examines the extent to which reading research supports the comprehension and vocabulary strategies recommended in content reading methods texts. Concludes that more of the research finds the strategies to be effective than finds them ineffective. (MM)
Descriptors: Content Area Reading, Elementary Secondary Education, Instructional Effectiveness, Reading Comprehension
Peer reviewedJournal of Reading, 1985
Describes a strategy used to teach vocabulary that engages students in creating raps--a rhyming chant about some current topic, with minimal background music. Offers suggestions for helping students read directions. (HOD)
Descriptors: Content Area Reading, Higher Education, Music Activities, Reading Comprehension
Peer reviewedLevine, Isidore – Journal of Reading, 1972
Descriptors: Cognitive Processes, Reading Comprehension, Reading Instruction, Reading Rate
Peer reviewedOdom, Norman C. – Journal of Reading, 1971
Descriptors: Critical Reading, High School Students, Listening Comprehension, Motivation Techniques
Peer reviewedGauthier, Lane Roy – Journal of Reading, 1990
Presents two strategies (inverse cloze and building content vocabulary) designed to develop middle school students' language competency, thereby allowing them to forge the necessary connections between and among the variety of concepts contained in content material. (RS)
Descriptors: Cloze Procedure, Content Area Reading, Junior High Schools, Learning Strategies
Peer reviewedBlachowicz, Camille L. Z.; Zabroske, Barbara – Journal of Reading, 1990
Describes the goal-setting, assumptions, and instructional design of a metacognitive approach for using context-use strategies to develop at-risk students' vocabulary. Presents an example demonstrating implementation of the approach. Reports that both teacher and students evaluated the approach favorably. (RS)
Descriptors: Context Clues, High Risk Students, Intermediate Grades, Metacognition
Peer reviewedCarr, Eileen; Wixson, Karen K. – Journal of Reading, 1986
Proposes four guidelines to help educators evaluate vocabulary instruction: (1) instruction should help students relate new vocabulary to their background knowledge, (2) instruction should help students develop elaborated word knowledge, (3) instruction should provide for active student involvement, and (4) instruction should develop students'…
Descriptors: Evaluation Criteria, Guidelines, Independent Study, Learning Strategies
