Embracing the call to reimagine education, the authors discuss "restorying"--a speculative form of storytelling--to advance insurgent pedagogies and LGBTQ+ wisdom within social studies education, particularly within anti-LGBTQ+ elementary contexts. In this article, the authors first define "restorying" and detail how it…

Examines the benefits of allowing children ample and regular time periods to read on their own and in their own area of interest in relation to the need for children to understand reading as more than a series of unrelated workbook exercises. (HTH)

Through reading guidance, teachers can provide a reading experience that is fun for the students. (MM)

Investigation of the effect of establishing purposes for reading upon reading comprehension showed that neither specific nor general reading directions appeared to affect performance and that purpose-setting directions served to discriminate between intentional and incidental information only for above-grade-level readers.

Describes a reading lesson designed around a popular song. (RB)

Discusses instructional approaches to content area reading that are described in ERIC documents. Among the areas discussed are prereading activities; strategies to support comprehension as students read; an integrated approach to vocabulary, comprehension, and textbook organization; and kits of materials for integrating reading skills into content…

Presents two cross-checking activities to help K-3 students learn decoding. The cross-checking involves decoding by using the consonants in a word along with the context. Children learn to decode by thinking about two things simultaneously (what word would make sense in a sentence and the word's letters and sounds). (SM)

Noting that "every pupil response" (EPR) techniques allow for all students in a group to respond to each question asked by a teacher, this paper explains how EPR techniques may be incorporated in a reading lesson to help students develop decoding ability. The paper offers a justification for using these directed teaching strategies based on…

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

An innovative program to improve reading skills is described in this article. (JD)

Written questions and answers lead to original thinking and writing and to better reading class management than does the "directed reading activity" approach to reading instruction. (JM)

This paper offers suggestions in the form of six guidelines on how the teacher can build toward reading maturity in the classroom. The first guideline urges the teacher to remember that reading necessitates a total complex thinking process, one which will prevent persisting at one level of instruction longer than is necessary. Secondly, students…

Discusses guided reading as an approach that teachers can use to help young students better comprehend what they are reading. Notes that guided reading allows teachers to talk, think, and read through a text with children, offering questions, comments, and prompts to the children to stimulate their interest and understanding. (MDM)

Materials used in a one-day conference on teaching reading comprehension skills are summarized in this publication. Contents consist of three articles on teaching the comprehension skills, informal reading inventories in science and in geography, Lincoln's Gettysburg Address with comprehension questions, a checklist for the evaluation of teaching…

The objective of this project for kindergarten through fifth grade is to interest public and private educational institutions in the systematization of elementary school reading programs. Facets of Systems Directed Reading (SDR) include the use of a differentiated staffing pattern; experienced language arts unit leaders guiding and directing all…