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Simple, Affordable, and Effective Strategies for Prompting Reading Behavior.
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Ernsbarger, Sara C. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Notes many students with disabilities benefit from prompts for reading in general education classrooms. Considers how visual, auditory, kinesthetic, and tactile prompts implemented by the teacher, by the student with minimal teacher assistance, or by the student independently can facilitate more effective reading. Describes strategies for using…
Descriptors: Disabilities, Elementary Secondary Education, Instructional Effectiveness, Reading Habits
Repeated Reading Revisited: Research into Practice.
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Dowhower, Sarah L. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Summarizes findings about repeated reading since the 1970s and details the most recent findings. Argues that, because of strong evidence of the effectiveness of repeated reading, the many facets of this procedure should be integrated into the fabric of daily literacy instruction. Offers specific suggestions for applications including applications…
Descriptors: Class Activities, Elementary Secondary Education, Higher Education, Literature Reviews
Using Direct Instruction to Integrate Reading and Writing for Students with Learning Disabilities.
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Gleason, Mary M. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews research on effective strategies for teaching reading comprehension; written composition of narrative and expository text; and strategies for integrating reading and writing. Provides a set of teaching guidelines after each research review. Argues for teaching reading and writing as connected processes that have similar structures. (RS)
Descriptors: Elementary Education, Literature Reviews, Reading Comprehension, Reading Instruction
At-Risk Preschoolers' Emerging Control over Literacy: Issues of Observation, Evaluation, and Instruction.
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Cox, Beverly E. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Suggests guidelines for observing young children's developing control over their thinking and text-making knowledge. Presents evidence of distinct, observable differences between at-risk and non-at-risk preschoolers' knowledge of what a literary piece should be and how to monitor the product to make sure it meets an audience's needs. Discusses…
Descriptors: Audience Awareness, Case Studies, Classroom Observation Techniques, Emergent Literacy
Content Determines Process: Seeing the Familiar in New Ways.
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Ridgeway, Victoria Gentry; Dunston, Pamela J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines conceptual change research to develop an instructional framework for science educators consonant with research on special education populations. Delineates a taxonomy of knowledge structures (classification, structure, process/mechanism, and concept/theory frames) derived from research that may be used to guide teaching strategy…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
The Effect of Graphic Organizers on Students' Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice.
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Griffin, Cynthia Carlson; Tulbert, Beth Lorene – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews the use of graphic organizers as a means to assist students in the complex act of making sense of content-area text. Explores theoretical and historical foundations of the graphic organizer and reviews current research. Derives implications for the classroom teacher and future research. (RS)
Descriptors: Content Area Reading, Elementary Secondary Education, Graphic Organizers, Instructional Effectiveness
Synthesis of the Research on Story Grammar as a Means to Increase Comprehension.
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Dimino, Joseph A.; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1995
Reviews research on the effectiveness of story grammar in promoting the comprehension of narrative text in students with learning disabilities and at-risk students. Offers instructional recommendations for successful implementation of this strategy. (RS)
Descriptors: Elementary Education, High Risk Students, Instructional Effectiveness, Learning Disabilities
Instructional Strategies for Promoting Conceptual Change: Supporting Middle School Students.
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Swafford, Jeanne; Bryan, Jan K. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Proposes that instruction targeted at conceptual change should be designed to consider cognitive development and capitalize on what is known about social development. Examines instructional strategies (Concept Oriented Reading Instruction, Discussion Webs, collaborative writing, learning logs, and divided page journals) that promote middle school…
Descriptors: Change Strategies, Collaborative Writing, Elementary Secondary Education, Journal Writing