Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

Young readers depend on adults to provide access to a variety of materials representing diverse perspectives and providing information about topics of interest and importance to them. The decisions of literacy professionals to include or exclude a book from a lesson or a collection have far-reaching implications for the kinds of ideas,…

Reading comprehension is a critical building block for effective early literacy development. Many students with autism spectrum disorder demonstrate difficulties in reading comprehension. These difficulties may be attributed to deficits in Theory of Mind, Weak Central Coherence, and Executive Functioning. Given the rise in the number of students…

Describes a behavior modification program aimed at encouraging students to increase the frequency of leisure reading done at home. (EL)

Shows how retelling stories appears to be a strategy to improve comprehension, concept of story and oral language. (EL)

Argues that encouraging poor readers to correct their miscues helps them to improve their skills in reading for meaning. Proposes a four-step procedure to encourage corrections. (FL)

Lists reading materials that can help students learn more about topics in which they are interested, learn to do new things, and entertain themselves. (FL)

Describes a technique that helped less-able fourth grade readers develop a better understanding of story parts and how they fit together. Explains that the technique also improved reading comprehension. (FL)

Presents a strategy that helps poor readers overcome some of the problems they have with reasoning. The strategy offers students a way of hypothesizing answers to inferential questions and checking their answers. (FL)

Outlines a technqiue for using books with predictable content with young children and lists several such books. (FL)

Reviews ERIC documents concerned with the use of comic books in the classroom. (FL)

Shows how clusters of short sentences found in basal readers can be combined into more complex structures, reinforcing reading skills as children write. (FL)

Presents a direct instruction approach to reading comprehension that stresses the use of three forms of knowledge--declarative, procedural, and conditional. Offers a sample lesson demonstrating the application of this approach for teaching a comprehension skill, and concludes with a discussion of how comprehension skill instruction in commercial…

Reports that students who were reading below grade level were better able to learn words they chose to be taught than words the teacher chose to teach them. (Author/FL)

Offers an outline of what research says about silent reading and comprehension. Presents suggestions to help children learn to read silently.