Suggests that critical reading and reading comprehension be taught separately at first to insure that students learn both to understand and to evaluate pieces of writing. (MKM)

This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128…

Experiments were done for comprehension and recall using short English texts with a controlled number of words and propositions but differing in the number of word concepts in the text base. Reading time was longer and recall less for texts with more word concepts. (SC)

Presented at the Annual Meeting, National Council of Teachers of English, Milwaukee, November 1968.

The traditional approach to reading in the content areas has been to teach reading skills only in reading class, usually using literature or narrative selections and expecting transfer of those skills to content texts or other expository materials. The transfer of those reading skills has been such a disappointing experience that even students who…

Many behavioral theorists have suggested that self-directed activity is central to the learning process (e.g., Dewey, Piaget, Wertheimer). Accordingly, it was predicted that such activity bears a significant positive relationship to the quantity, quality, and variety of responses in a reading lesson. Moreover, it was expected that selected…

Describes how to construct a reading guide to help students understand mathematical word problems. (MKM)

Provides examples of using the Directed Reading Activity as a framework for teaching students to comprehend literary text at varying levels of response. (HOD)

Consultant discusses useful guidelines for using oral reading wisely. (GB)

Figurative Language can be a more effective way for authors to say what they mean, but young readers need help from teachers to ensure their understanding of these figures of speech. (Author)

The reading fare of all children, regardless of their cultural background, must merge the new and the strange with what is believable, authentic, familiar and immediate. Discusses the why and how to do this. Bibliography. (Author/RB)

Describes multilevel French reading course at Houston Baptist University in which class time is divided into instructor-directed time where students and instructor work together and student-directed time where students work individually or in small groups with learning modules. Students contract for grades and work at their own pace. (BK)