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Improving Children's Reading Comprehension by Teaching Inferences
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Maguet, McKenna Louise; Morrison, Timothy G.; Wilcox, Brad; Billen, Monica T. – Reading Psychology, 2021
Reading comprehension is the goal of reading, and making inferences is vital. Authors usually expect readers to make multiple types of inferences, including anaphoric, background knowledge, predictive, and retrospective. Common core assessments include all of these, yet instructional materials focus mostly on only one type, retrospective. This…
Descriptors: Children, Reading Comprehension, Reading Instruction, Instructional Effectiveness
Dancing with the Wind: Understanding Narrative Text Structure through Response to Multicultural Children's Literature (with an Assist from HyperCard).
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Heller, Mary F.; McLellan, Hilary – Reading Psychology, 1993
Describes a model procedure for integrating direct instruction in story structure with reader response to literature in two settings: traditional storybook read-aloud sessions and nontraditional HyperCard computer sessions. (SR)
Descriptors: Childrens Literature, Grade 5, Hypermedia, Intermediate Grades
A Theoretical Model for a Total Approach to Independent Learning.
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Shenkman, Harriet – Reading Psychology, 1986
Describes a metacognitive study method, LETME, designed to help students manage the entire study process by facilitating the understanding, selection, organization, retention, and analysis of information from expository text. (DF)
Descriptors: Cognitive Processes, Learning Processes, Metacognition, Postsecondary Education