This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and…

This authoritative guide addresses all aspects of school psychology practice in a response-to-intervention (RTI) framework. Thirty-four focused chapters present effective methods for problem-solving-based assessment, instruction, and intervention. Specific guidelines are provided for promoting success in core academic domains--reading, writing,…

Examines reading as a problem-solving process and suggests that those processes evident in reading successfully and in successful problem solving can be made conscious, thus enhancing children's success in both areas. (FL)

Argues that children's books that deal with science concepts can help young children make a distinction between what is real and what is imaginary. Annotates a number of fiction books that can be used for this purpose. (FL)

The "impulsive responder" is a learner who avoids or eliminates confusing situations. Rather than acknowledging that a given problem solving task is too difficult, the impulsive responder simply perceives a different task--one that he or she has learned to solve. For the teacher there may be many different problems, but for the impulsive…

This report describes the instruction, assessment, and staff development of the Multicultural Reading and Thinking (McRAT) program and summarizes the results of a one-year study conducted in 1989-90. (McRAT is a nationally recognized staff development program designed to help teachers infuse higher order thinking skills and multicultural concepts…

Implies that instruction can help students improve in reader-based processing of text and that strategies for making schema-general questions story-specific are necessary for processing, storing, and retrieving information from complex short stories. (AEA)

Examines why analytical thinking should be a major focus of teaching in the reading and writing classroom. (HOD)

Encourages classroom teachers to improve their students' reading and reasoning skills by helping them to interpret math problems correctly. (RAE)

Reading courses at the college level strive to improve advanced reading proficiency as well as basic reading skills. The use of a problem-solving model is one way to provide students with an organized approach to comprehending, investigating, and resolving problem statements. The problem-solving model begins with a problem statement provided by…

Extensive research has proven that the functions of the two hemispheres of the brain tend to be qualitatively different. The left hemisphere, which for most people is dominant, is the major controller of speech, reading, and writing; it is the hemisphere toward which education traditionally has been directed. The right hemisphere excels in…

A distinction can be made between the term "creativity" and creative thinking skills. Creativity typically refers to a talent for original and masterful production in the arts and sciences, and there is scant evidence that teachers have any influence on creativity of this kind. Creative thinking refers to a group of six thinking skills that if…

Describes some of the ways early adolescents respond to reading and thinking tasks and details the development of procedures for observing and analyzing children as they complete such tasks. (FL)

Hypothesizing that severely language delayed children lack sufficient understanding of causal structure to comprehend stories, a reading program concentrated on developing the causal reasoning of 10 children between the ages of 10 and 12 with a verbal intelligence quotient two to three years below average. Instructional activities in the…