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Ortlieb, Evan; Cramer, Neva; Cheek, Earl, Jr. – Reading Improvement, 2007
The art of reading refers to the act of representing and interpreting text through oral dramatic reading. To the dismay of many teachers, reading is becoming a "lost art." Students are expected to apply specific literacy techniques rather than use their imagination to learn to enact text. Based on a study of the reading perceptions of natural oral…
Descriptors: Oral Interpretation, Reading Processes, Oral Reading, Reading Instruction
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Reynolds, DeEtta Kay – Reading Improvement, 1993
Argues that the Reading Recovery Program presents a model that allows children to interact with the semantic, syntactic, and visual cues of text based on the language they already possess. Suggests that the result is a fusion of horizons between the child and the text which brings forth an understanding of the reading process. (RS)
Descriptors: Cues, Elementary Education, High Risk Students, Models
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Rakes, Thomas A.; Chance, Lucindia H. – Reading Improvement, 1990
Uses a survey to determine how adult, adolescent, and elementary age students remember what they read. Finds that, for all three groups studied, adjunct (during reading) strategies were reported as being used more often than pre- and posttype strategies. Finds that adolescent readers believed teachers taught them to remember, but adults believe…
Descriptors: Adults, Elementary Secondary Education, Memory, Reader Text Relationship
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Shanklin, Nancy L. – Reading Improvement, 1988
Discusses ways that teachers may interact with children over texts in order to emphasize the following components of reading comprehension: understanding the meaning-making purpose of reading and writing; viewing reading as a problem-solving process; and learning to share and extend individual comprehension. (RAE)
Descriptors: Elementary Education, Questioning Techniques, Reader Text Relationship, Reading Comprehension
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Sampson, Michael R.; And Others – Reading Improvement, 1988
Examines the strategies first grade students use when reading two types of materials--basal and student-authored. Finds that children used more efficient strategies and had better comprehension when reading student-authored stories. (MM)
Descriptors: Basal Reading, Grade 1, Miscue Analysis, Primary Education