Graphic novels are a form of authentic text that have started to gain widespread acceptance in the English language arts field and have been shown to increase students' motivation to read and engage deeply with texts. By integrating text with pictures, graphic novels have the advantage of requiring a lighter cognitive load than traditional…

Through retelling, students can begin to attach sense and meaning to the sometimes complex concepts they encounter in science texts. Also, the shift from silent thinking to verbal expression causes the brain to consolidate and integrate new ideas. As students share information through retelling, they gain new perspectives on the text as they hear…

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Discusses the importance of improving students' visual perception as a way of improving their literary perception. Describes visual perception exercises that can be used in the English classroom. (EL)

Advocates teaching developmental students to apply the schemata they unconsciously use when choosing movies or television programs to select recreational books. Reviews six steps in surveying/previewing recreational books and three stages of diminishing teacher involvement in book selection. (DMM)

This paper examines the dual coding hypothesis, a model of the coding of visual and textual information, from the perspective of a mass media professional, such as a teacher, interested in accurately presenting both visual and textual material to a mass audience (i.e., students). It offers an extension to the theory, based upon the various skill…

Discusses how an understanding of how children learn can be used to teach them to read nonnarrative information books. Includes how to nurture reading of nonnarrative writing and text features that link with children's ability to learn. Concludes that spoken language reinforces student efforts to make sense of ideas being read. (DK)

The Research Institute for the Study of Learning Disabilities, established at Teachers College, Columbia University, was guided by the postulation that academic failure experienced by learning-disabled children results from interaction between the way they process information and the information processing demands of the instructional methods…

Intended to help teachers both improve students' text comprehension and better understand the teaching-learning process involved, this book focuses on comprehension and concept development as the central core of an effective educational program. The book's five sections deal with teaching explicit comprehension skills, precomprehension and…

For years this landmark book has helped educators, graduate students, and researchers shape their curriculum and stay informed about the latest developments in literacy research and instruction. This fifth edition continues the book's tradition of exemplary scholarship and remains a resource for the most innovative thinking in the field. Although…