In today's diverse and global world, the importance of disciplinary literacy is rapidly increasing. Thus, elementary educators must consider ways to incorporate disciplinary literacy into their instruction. Elementary educators often implement the transactional theory of reading to enhance comprehension and evoke aesthetic responses to fiction…

This research was carried out to determine whether the comprehension level differs according to the reading environment by examining the studies comparing the comprehension level according to reading from the screen and from the paper by using meta-analysis method. Meta-analysis method was used in this research. The data of the study were obtained…

The authors review five major findings in reading comprehension and their implications for educational practice. First, research suggests that comprehension skills are separable from decoding processes and important at early ages, suggesting that comprehension skills should be targeted early, even before the child learns to read. Second, there is…

This report describes an individualized literacy intervention program that was developed for a fifth grade boy who struggled with reading. Based upon informal assessment and evaluation procedures, the following literacy strategies were taught within a one-to-one instructional setting: Repeated Readings, Personal Vocabulary Journal, Phonemic…

This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

Describes "character maps," an activity that draws upon the reader's prior knowledge of people to understand a book's characters. Includes a brief list of additional activities and extensions to reinforce comprehension through characterization. (RS)

Describes a procedure called Generating Reciprocal Inferences Procedure (GRIP), which teaches inferential comprehension using direct or explicit instruction, a generative process, and reciprocal questioning. (RS)

Focuses on the role of pictures in books used for reading instruction to determine how they are used, how their content has changed over the years, and how pictures affect reading comprehension. (FL)

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Study of metacognition in reading examined the psychometric properties of the Index of Reading Awareness. To determine reliability and validity data, researchers administered it to elementary students along with the Woodcock Reading Mastery Test-Revised. They concluded that it should be used cautiously to measure metacognition in reading. (SM)

The study compared effects of two ways of making text more explicit for learning disabled (LD) children: by adding supportive information or asking inference questions at the ends of episodes. Adding elaborative content enhanced story understanding while asking inference questions was not more effective than the explicit version of the text alone.…

Argues that the Reading Recovery Program presents a model that allows children to interact with the semantic, syntactic, and visual cues of text based on the language they already possess. Suggests that the result is a fusion of horizons between the child and the text which brings forth an understanding of the reading process. (RS)

Describes reading response journals and discusses how and when they can be used to help students foster their ability to connect literature with their own lives and increase comprehension. (MG)

This paper examines the uniqueness of poetry and classroom methodology as found in children's experiences of hearing, enacting, discussing, and making poems. Poetry offers the peculiar use of language, form, and a fresh look. Poems are useful in the classroom as they are read differently from ordinary text, are read with both the eye and the ear,…

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)