Examples are presented of lessons intended to help learning disabled students develop such critical reading skills as distinguishing fact from opinion, identifying propaganda techniques, and understanding figurative language. The lessons are designed to remedy the frequent over-reliance on questions calling for immediate recall rather than…

Argues that basing comprehension questions on story grammar will help students develop story schema. (FL)

Discusses the advantages of a technique that requires children to respond simultaneously to the teacher's oral questions, and suggests ways to apply the technique to reading instruction. (DD)

Presents and discusses one set of comprehension questions found in "A Teacher's Guide to the Macmillan Readingtime Books." (RB)

Offers modifications to the Question Answer Relationships technique that provide (1) a clearer explanation of different sources of information for answering questions, (2) an easier format for considering developmental differences in reading and learning, and (3) an expanded use for the technique both as a tool for teachers and as a strategy for…

Argues that questions can guide the course of knowledge acquisition and that they, combined with other factors, can create the figure and ground of text. (FL)

Argues that allowing students five seconds to think about a question both before and after they answer it improves the quality of the answers they give. (FL)

Describes a method for enhancing students' abilities to answer comprehension questions that categorizes questions according to the source of the information required for the answer. (FL)

The task of the supervisor is to help the reading teacher learn and use tactics and strategies for improved questioning of students. (Author)

Reciprocal teaching uses a structured discussion based on four strategies: questioning, summarizing, clarifying, and predicting. Suggestions are presented for teachers wishing to use this technique in their classrooms. (CB)

Explains five strategies for teaching reading comprehension: (1) imaging or visualizing; (2) paraphrasing; (3) questioning and inference; (4) prereading; and (5) metacognitive strategies. (SRT)

Provides a number of teaching ideas designed to show what cohesion has to do with children, books, and teachers. (FL)

Discusses distinctions between story grammar and schemata, arguing that knowledge of these two concepts has its best educational applications when placed within a developmental perspective. Provides a theoretical framework for story comprehension questioning strategies for teachers. (HTH)

Argues that using story frames to guide students' responses to comprehension questions seems to help them provide better answers and to develop their independent comprehension skills. (FL)

This article explains the relationship between the number and type of questions that readers with deafness have and their comprehension of the reading material. It describes intervention strategies that can be used to improve comprehension, with the goal of developing readers' abilities to read in a way to answer their own questions. (Author/JDD)