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Nofouz Mafarja; Mimi Mohaffyza Mohamad; Hutkemri Zulnaidi – SAGE Open, 2024
Conceptual understanding is one of the most difficult issues in teaching physics. This study investigated the effect of adopting cooperative learning and Internet reciprocal teaching (IRT) on science, technology, engineering and mathematics (STEM) literacy (physics) in secondary school by comparing the cooperative method with the IRT strategy and…
Descriptors: Cooperative Learning, Reciprocal Teaching, Physics, Science Instruction
Ranzau, Sara DuBose; Horowitz, Rosalind – Texas Association for Literacy Education Yearbook, 2017
This chapter presents drama-based pedagogy as an instructional strategy to increase comprehension of a novel or informational text in a content area, to encourage collaborative discussions about a text, and to help students apply knowledge acquired from a text to one's own life and world. This essay proceeds with a brief discussion of relevant…
Descriptors: Teaching Methods, Reading Comprehension, Relevance (Education), Discussion (Teaching Technique)
Gilbert, Francis – Changing English: Studies in Culture and Education, 2018
This article examines the author's interactions with the teaching strategy known as Reciprocal Teaching, sometimes also called Reciprocal Reading, which involves students learning to read collaboratively in small groups. Reciprocal Teaching typically involves students teaching each other by following a rubric of activities that are aimed at…
Descriptors: Teaching Methods, Reciprocal Teaching, Reading Instruction, Cooperative Learning
Gewertz, Catherine – Education Digest: Essential Readings Condensed for Quick Review, 2012
For years, educators have been trying to free history instruction from the mire of memorization and propel it with the kinds of inquiry that drive historians themselves. The common core standards may offer more impetus for districts and schools to adopt that brand of instruction. A study of one such approach suggests that it can yield a triple…
Descriptors: History Instruction, Content Area Reading, Literacy, Thinking Skills
Monte-Sano, Chauncey – Curriculum Inquiry, 2011
Basic reading comprehension and summary tend to be the focus in social studies and history classrooms, if reading and writing are included at all. But such a focus inhibits a conception of history as an interpretive discipline grounded in evidence that is analyzed, not simply accepted. Understanding the past is impossible without such historical…
Descriptors: Evidence, Feedback (Response), Reading Comprehension, History
Shanahan, Timothy; Shanahan, Cynthia – Harvard Educational Review, 2008
In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy"--advanced literacy instruction embedded within content-area classes such as math, science, and social studies--should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy…
Descriptors: Teaching Methods, Content Area Reading, Adolescents, Literacy Education
McCoy, Leah P., Ed. – Online Submission, 2015
This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High…
Descriptors: Conference Papers, Action Research, Simulation, Social Studies
Schumaker, Jean B.; And Others – 1981
Multipass, a complex learning strategy designed to enable a student to gain information from textbook chapters, was taught to eight learning disabled adolescents. The instructional procedures involved a 10 step process including such procedures as describing the steps of the strategy, modeling the strategy, and student practice to criterion in…
Descriptors: Adolescents, Learning Disabilities, Reading Comprehension, Secondary Education

Obah, Thelma Y. – Journal of Reading, 1980
Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)
Descriptors: Critical Reading, Psycholinguistics, Reading Comprehension, Secondary Education

Journal of Reading, 1988
Includes the following short articles describing teaching techniques: (1) "S-RUN: Beyond SQ3R" (Nancy S. Bailey); (2) "Read-React for Unique Responses" (Barbara Zynda); (3) "Use a Literacy Van"; and (4) "Summaries Improve Comprehension" (Milford A. Jeremiah). (MM)
Descriptors: Reader Response, Reading Comprehension, Reading Strategies, Secondary Education
Bilby, Patricia A. – Momentum, 1981
Describes simple prereading activities and questioning techniques for improving comprehension in English. Many of the ideas could be adapted by other subject area teachers. (Author/SJL)
Descriptors: English Instruction, Questioning Techniques, Reading Comprehension, Secondary Education

Smith, Cyrus F., Jr. – Journal of Reading, 1979
Describes how the "Read a Book in an Hour" teaching technique may be incorporated in programs dealing with written composition and reading comprehension. (DD)
Descriptors: Reading Comprehension, Reading Instruction, Secondary Education, Teaching Methods

Hennings, Dorothy Grant – Journal of Reading, 1991
Considers ways to involve readers in "essential reading" in which students learn to discover the meaning of text and to determine the author's intentions. (MG)
Descriptors: Reading Comprehension, Reading Instruction, Reading Strategies, Secondary Education

Blanc, Robert A. – Journal of Reading, 1977
Discusses the weaknesses of the reading guide and describes another method to use in teaching students to understand and appreciate poetry. (JM)
Descriptors: Cloze Procedure, Literature Appreciation, Poetry, Reading Comprehension

Duke, Charles R. – Exercise Exchange, 1973
Descriptors: Interpretive Skills, Literature Appreciation, Reading Comprehension, Secondary Education