Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

Deaf elementary and secondary students were found to be less skilled when reading stories in "elaboration" (i.e., drawing conclusions through interpretation of details), a process requiring higher-order thinking skills. An approach to teaching these skills is described that compares and contrasts a series of stories sharing a common theme. (VW)

Activities are given for a concept guide to help students improve their thinking skills through conceptual awareness.

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

Arguing that teachers need to provide direct instruction if they expect children to learn to apply semantic or syntactic clues as they are reading, this paper presents a variety of activities for teaching children to use context clues. Among the more than 35 activities described are: gathering clues from pictures, using a language experience…

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Describes how reader response theory can be easily adapted to classroom practice, thereby sharpening student interest in reading, increasing their capacity to reason and write, and fostering greater regard for different points of view. (HOD)

A study examined primary grade children's comprehension processes while reading a particular story in which specific areas likely to pose reading difficulty had been identified. Based on the children's readings and on their answers to questions concerning the text, five problem areas were identified: (1) poor decoding or word attack skills (2)…

Intended for administrators and policymakers as well as teachers, this digest explores the nature of students' metacomprehension, or their awareness of their own understanding, and the implications of this awareness for reading instruction. After defining metacomprehension, the digest discusses why this awareness is important to the learning…

Suggests the growing use of computers to process information in today's world increases the human need for an interactive competency in writing and reading. The integration of instruction in reading and writing, particularly through use of word processors, is discussed as a way to strengthen this interaction. (MBR)

Readers as well as writers compose meaning. Using the same characteristics essential to effective writing--planning, drafting, aligning, revising, and monitoring--readers react creatively with the text. In response to the author's intention and their own knowledge base, they decide what they want to get from their reading. Constantly renegotiating…

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)