A yearlong formative experiment explored the impact of a comprehensive vocabulary instruction program in a diverse, fifth-grade classroom. The classroom teacher and two university collaborators: (1) provided rich language experiences; (2) taught individual words; (3) taught word-learning strategies; and (4) promoted word conscientiousness. Results…

The inaugural column in the "Content Literacy" department discusses the importance of teachers' assisting students in grades 4-6 to develop content literacy skills. The discussion centers on levels of literacy and diversity issues facing teachers and then identifies three fundamental elements that should be a part of every teacher's content…

Reports on programs and activities designed to teach thinking skills either as a separate school subject or as a strand in a content area. (FL)

Reports on a study that examines the effects precis writing and outlining have on students' ability to identify ideas in a text and generate and elaborate on those ideas in a written form. (FL)

Proposes a seven-stage model of direct instruction as it might be applied to a reading skills lesson on predicting outcomes. Discusses each stage of the model: exploration, explication, translation, modeling, guided practice, application, and closure. (FL)

Stresses the importance of parental involvement in children's education. Describes a successful parent-student study-skills workshop, and discusses several common barriers to parents' participation in workshops along with suggested solutions. (ARH)

Children arrive in classrooms with varied background knowledge, which means that teachers must select instructional methods, materials, and techniques to meet multiple needs. A carefully planned approach that includes direct and explicit instruction--as well as extensive opportunities for reading, writing, speaking, and listening--can help…