This guide is intended to make it easier to implement the Reading for Meaning strategy from the ultimate guide to teaching strategies, "The Strategic Teacher". When you and your colleagues want to explore more ways to help students understand what they read, make inferences, and support their thinking with evidence, this book is your ideal tool.…

Reading Links were created as ready-to-use reading and writing activities that directly correlate to the Brainlink adventure stories. The activities are related to reading objectives common to many curricula and cover a range of grades and ability levels. The book features a story called "Legacy of Lost Canyon, a Curious Cave Conundrum." Students…

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

Approaches Susan Glaspell's work by uniting role playing and reader response to foster student understanding of their values of the text. (CRH)

Proposes that, in addition to demanding literal comprehension of reading materials, study guides should contain questions that require the type of critical reading that promotes interactive, constructive, and dynamic cognitive behaviors. Provides a sample of a general study guide that would promote these reading behaviors. (AEM)

Presents a compilation of strategies, exercises, and ideas that have been most helpful with students receiving private tutoring on the verbal portion of the Scholastic Aptitude Test (SAT). (RS)

When reading science texts, students often do not know what they know. Prereading activities can help students build bridges from the known to the unknown. Brainstorming will help students recognize their own prior knowledge on the subject and learn from hearing each other's responses. An anticipation guide is a teacher-generated list of questions…

Suggests that content reading teachers set goals for their reading assignments as a method of helping students learn from textbooks and read the assigned material critically.

To help achieve success, students must construct purposes for reading so that they can gain the appropriate kind of information while reading. After a student has set a purpose for reading, she/he may preview the material to be read. The next step is to read the material at an appropriate speed considering the purpose for reading and the nature of…

Describes the use of reading guides as an interactive technique to stimulate comprehension. Provides an example using a popular novel. (MG)

Suggests individualized reading as a solution to the problem of varied interests and ability levels in large introductory college courses. Details how directed individualized reading followed by oral reports presented to the professor was used successfully in an introductory psychology course. (ARH)

Presents a strategy to improve students' comprehension of content material by having them read, discuss, and give written responses to items pertaining to short content texts. (MG)

Examples are presented of worksheets designed to help students prepare for discussions of literature in terms of the language, plot, and literary aspects of a particular work. All examples are from an introductory course in German literature. Benefits of using such worksheets include increased students comprehension and class participation. (LMO)

A basic concept in reading content in the social studies is for pupils to experience adequate background information. A pupil cannot read and understand new subject matter unless prerequisites have been met. For early primary grade pupils, the Big Book concept may be used, wherein the teacher discusses the illustration in the book pertaining to…

After an informal study of 589 college freshmen enrolled in reading courses at Bishop State Junior College (Alabama) revealed that most students read out-of-class assignments only sometimes because of the degree of difficulty of the reading tasks, a series of directed and structured activities was developed to promote reading comprehension. The…