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Moorman, Gary B.; Blanton, William E. – Journal of Reading, 1990
Develops an Information Text Reading Activity (ITRA), a conceptual framework for presenting reading lessons that will engage students in reading informational text actively. Notes that the framework provides a basis for selecting and evaluating instructional activities and assists the teacher in moving students toward independence in learning. (RS)
Descriptors: Learning Strategies, Reader Text Relationship, Reading Comprehension, Reading Instruction

Pincus, Arlene R. H.; And Others – Journal of Reading, 1986
States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)
Descriptors: Cognitive Ability, Cognitive Development, Expository Writing, Periodicals

Otto, Wayne – Journal of Reading, 1988
Notes the weakness of comprehension assessment as it occurs in standardized tests and exercise books, and reports on a new approach which views reading as a constructive process that results from a complex set of interactions between reader and texts. (NH)
Descriptors: Educational Innovation, Educational Testing, Educational Theories, Reader Text Relationship

Egan, Margaret – Journal of Reading, 1994
Describes a schema-awareness activity (used with sixth graders and college students) that provides teachers with a model of how students can use their past experiences and their ability to infer and predict when reading. Notes that the activity convinces students that they bring to the reading act much more than they encounter on the printed page.…
Descriptors: Class Activities, Higher Education, Intermediate Grades, Reader Text Relationship

Stephens, Elaine C.; Brown, Jean E. – Journal of Reading, 1994
Describes the discussion continuum, a class activity that helps readers to interact with the text by taking a position that they will have to support. Notes that it promotes lively class discussion. (SR)
Descriptors: Class Activities, Discussion (Teaching Technique), Higher Education, Reader Text Relationship

Gambrell, Linda B.; And Others – Journal of Reading, 1987
Recommends teaching both mental imagery (an unobtrusive, natural text processing strategy) and summarizing (an efficient text reorganization strategy) to students who do not spontaneously use them. (NKA)
Descriptors: Content Area Reading, Independent Study, Reader Text Relationship, Reading Comprehension

Krieger, Evelyn – Journal of Reading, 1990
Discusses how teachers can help students learn to read with a sense of the author--who wrote the book, how, and why. Argues that building a schema for various genres and more sophisticated writing techniques strengthens comprehension and enables students to enjoy books on their own. (RS)
Descriptors: Adolescent Literature, Fiction, Junior High Schools, Literature Appreciation

Hamann, Lori S.; And Others – Journal of Reading, 1991
Finds that, when middle school students write about relevant personal experiences before reading, they enjoy and comprehend the text more, are more on-task, offer more sophisticated responses to characters, and like the texts more. (SR)
Descriptors: Autobiographies, Grade 8, Junior High Schools, Middle School Students

Muth, K. Denise – Journal of Reading, 1987
Explains how to ask questions that will help students focus on structure and better understand expository text. Notes that because students must make both internal and external connections to text structure, teachers should ask questions which prompt students to identify the relationships among ideas in a text so that meaningful learning can…
Descriptors: Connected Discourse, Content Area Reading, Middle Schools, Questioning Techniques

Holbrook, Hilary Taylor – Journal of Reading, 1987
Explores briefly the New Criticism that dominated literature instruction until recently and then provides an overview of reader response theory and how response approaches can be used in the classroom to enhance reading. (NKA)
Descriptors: Critical Reading, Discussion (Teaching Technique), English Curriculum, Literary Criticism

Jacobowitz, Tina – Journal of Reading, 1990
Compares skilled and unskilled adult readers' approaches to finding the main idea in text. Describes and tests Author's Intended Message (AIM), a holistic main idea strategy suitable for independent use by college study skills students. Investigates the effectiveness of this strategy. (RS)
Descriptors: College Students, Educational Research, Higher Education, Holistic Approach

Duffelmeyer, Frederick A.; And Others – Journal of Reading, 1987
Notes that expository text, the predominant form of writing in content textbooks, is generally more difficult for students to comprehend than narrative, which predominates in basal readers. Recommends the use of extended anticipation guides as a strategy for helping students build background knowledge for understanding content area texts. (SKC)
Descriptors: Content Area Reading, Elementary Secondary Education, Expository Writing, Reader Text Relationship

Henk, William A.; Helfeldt, John P. – Journal of Reading, 1987
Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)
Descriptors: Critical Reading, Functional Reading, Modeling (Psychology), Reader Text Relationship

Chase, Nancy D.; Hynd, Cynthia R. – Journal of Reading, 1987
Describes the fundamentals of reader response theory, focuses on the aspects most relevant to reading instruction, and presents a method of teaching using reader response as a vehicle for improving student ability to learn from text. (NKA)
Descriptors: Discussion (Teaching Technique), Educational Theories, Reader Response, Reader Text Relationship

Richek, Margaret Ann – Journal of Reading, 1987
Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)
Descriptors: Fiction, Independent Reading, Learning Strategies, Literary Devices