Four categories of questions (requests, recall, discrimination, relating concepts, problem solving) and five categories of feedback (evaluate positive, evaluate negative, prompt, expand, refocus) are described. Planning considerations for exceptional students are discussed. (JW)

Six mistaken beliefs about reading comprehension are detailed, their manifestations illustrated, and preventative/corrective strategies recommended in this article. A list of 22 references is provided. (DCS)

Think-alouds during reading allow teachers to model their thinking by voicing all the things they are noticing, doing, seeing, feeling, and asking as they process the text. Inferencing is essential for students to comprehend a wide variety of texts successfully. This article describes how teachers can use think-alouds to lend their language and…

Intended as a response to recent developments in reading research and a demand by primary-grade teachers for a comprehension-based instructional framework, this book adapts the Guided Comprehension Model introduced in the author/educator's book "Guided Comprehension: A Teaching Model for Grades 3-8." According to the book, the Guided…

Based on the philosophy that children learn best in functional, natural settings when a desire for learning persists, this book provides classroom-tested strategies for teaching children how to monitor and improve their own comprehension as they read a variety of texts. The goal of the book is to empower students to become successful, independent…

Background knowledge is a critical relationship in reading comprehension. Includes a discussion on the classroom application of background knowledge in reading instruction. (MD)

Suggestions for tutoring students with reading comprehension problems include careful selection of books with readable text segments, use of comprehension strategies such as paraphrasing brief sections, and reading to find specific information. Several reading comprehension strategies for students are summarized. (Contains 7 references.) (DB)

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

Presents a basic vocabulary strategy to boost elementary students' reading comprehension and success. The three steps include identifying vocabulary words that students will need to comprehend the reading; preteaching only three to five words; and connecting the new words to concepts that students already know. (SM)

The paper describes six skills that can be used to improve the reading comprehension of learning disabled students. The skills can be utilized in a reading program or with reading in a content area. Examples from particular models of instruction are provided as well as a rationale for each. The skills may be used either individually, as a…

Unskilled readers can become skilled readers and learners of whole text, if they are given instruction in effective strategies and taught to monitor and check their comprehension while reading. Two strategies for comprehension monitoring are self-questioning and reciprocal teaching. Questions students can ask before reading concern the concepts…

Argues that making inferences is an integral part of reading comprehension. Presents classroom strategies based on current research that encourage inference skill development. (FL)

Using easy-to-understand models from everyday practice and supporting the classroom observations with research, this book describes how a teacher replaced traditional phonics instruction with strategies incorporating "onset" and "rime" that improved students' reading comprehension. The book notes that as students' level of comfort with phonics…

The purpose of this paper is to present a direct instructional strategy, which is based upon what is known about effective classroom instruction. After defining direct instruction in reading, research that discriminates effective teachers from less effective teachers is presented. The paper then discusses the five-step, teacher directiveness…

A balanced approach to reading instruction favors cultivating reading as a strategic activity that requires intentionality, interest, and motivation on the part of the learner. Includes references. (MD)