Descriptor
Source
| Journal of Reading | 8 |
Author
| Anders, Patricia L. | 1 |
| Bos, Candace S. | 1 |
| Carr, Eileen | 1 |
| Carr, Eileen M. | 1 |
| Haggard, Martha Rapp | 1 |
| Johnson, Dale D. | 1 |
| Laffey, Donna G. | 1 |
| Laffey, James L. | 1 |
| Nelson-Herber, Joan | 1 |
| Thelen, Judith N. | 1 |
| Wixson, Karen K. | 1 |
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Publication Type
| Journal Articles | 8 |
| Guides - Classroom - Teacher | 6 |
| Opinion Papers | 3 |
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Audience
| Practitioners | 5 |
| Teachers | 5 |
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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 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
Peer reviewedCarr, Eileen M. – Journal of Reading, 1985
Describes a metacognitive approach to improving vocabulary. The method trains students to establish a network of relationships among words and relate the words to personal experiences. (HOD)
Descriptors: Metacognition, Prior Learning, Reading Comprehension, Reading Strategies
Peer reviewedAnders, Patricia L.; Bos, Candace S. – Journal of Reading, 1986
Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)
Descriptors: Content Area Reading, Guidelines, Learning Strategies, Prior Learning
Peer reviewedThelen, Judith N. – Journal of Reading, 1986
Discusses what is meant by meaningful learning, the conditions necessary for meaningful learning to occur, the importance of vocabulary instruction to comprehension, and how to insure that vocabulary instruction is meaningful. (HOD)
Descriptors: Cognitive Processes, Cognitive Structures, Prior Learning, Reading Comprehension
Peer reviewedLaffey, Donna G.; Laffey, James L. – Journal of Reading, 1986
Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)
Descriptors: Content Area Reading, Elementary Secondary Education, Learning Strategies, Lesson Plans
Peer reviewedNelson-Herber, Joan – Journal of Reading, 1986
Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)
Descriptors: Concept Formation, Content Area Reading, Directed Reading Activity, Learning Strategies
Peer reviewedHaggard, Martha Rapp – Journal of Reading, 1985
Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)
Descriptors: Content Area Reading, Directed Reading Activity, Interaction, Outcomes of Education
