Discusses how directed reading activities and vocabulary guides can be used in an English classroom to help improve students' reading comprehension. (HOD)

Offers ideas for teaching young readers to appreciate books. Suggests creating activities, such as reading contests, book theater, book reviews with a twist, character essays, and game shows. Intended as a starting point to help inspire Catholic educators to come up with more ideas of their own. (NB)

Describes how semantic webbing exercises are useful for activating background knowledge, increasing organizational skills, focusing on the topic, and notetaking. (MM)

Focuses on guiding readers toward making informed decisions about choosing appropriate paths through and beyond the text. Points out that this type of reading program can work as well for intermediate grade readers as it does for primary readers. (ET)

Describes the method of using prompts to allow students to have more "voice" in a large class. The prompt assignment requires students to respond anonymously to a statement that concerns the chapter being discussed in the class. Discusses how the Internet has allowed more freedom with the prompts. Puts forth some student responses to the…

Calls for review of research on best practices in phonemic awareness training and direct-instruction reading programs. Suggests that a more effective approach to reading instruction is to integrate skills instruction with meaningful literacy experiences and to use writing to help children learn about written language, including phonemic awareness.…

Guided reading is a major component of a comprehensive or balanced reading program. Most teachers understand the value of guided reading in the classroom but have difficulty managing effective implementation. They often ask, "What will the other students be doing when I am working with a guided reading group, and how do I manage all the children…

A study examined adult readers' phrasing ability to determine (1) if passage difficulty was a salient variable in readers' sensitivity to phrase boundaries in reading; (2) if phrase sensitivity was an issue of concern for young adult readers; and (3) if difficulties in phrasing were due to an overabundant or an inadequate sensitivity to phrase…

The Direct Reading Lesson, as discussed in this article, is a method that allows for improving reading skills in math. The author suggests the following steps for using expository material: read for main idea; read for sequence or outline; note vocabulary; refer to illustrations and diagrams; read creatively, inferring, drawing conclusions, and…

Eighty subjects read six passages from a mathematics text that were supplemented by three question types. The results showed that different inserted practice questions result in differences in what is learned. (Author/DEP)

The effectiveness of the learning cell, or student dyad, for the acquisition of principles of probability was explored in Grades 5, 9, and college age. Analysis indicates that student's evaluations of the learning cell was unrelated to achievement. (Author/DEP)

Describes a program for individualizing directed reading-thinking activities. (RB)

Selected periodicals suitable for a young adult collection are listed, and activities are suggested for integrating these periodicals into the school curriculum and/or public library program. Compiled by graduate and undergraduate students in the fields of library science and teacher education, this list provides complete bibliographic information…

This document describes the guidelines followed by the author in writing books for reluctant or unskilled teen-age readers and discusses the techniques which should be used when helping these readers to understand and appreciate what they read so that they will want to continue reading. In addition, the document contains questions for discussion…