Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read…

The purpose of this article is to describe how teachers can foster strategic reading processes in their early literacy classrooms, and how to incorporate a Strategy Perception Interview to assist in documenting students' use and perceptions of these strategies. Descriptions of classroom instruction incorporating literacy strategies and…

Presents a reading model with seven aspects: word perception, literal comprehension, interpretive comprehension, reactive comprehension, application comprehension, study skills, and rates. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Emphasizes the need for teachers to perceive the process of reading as a process of predictions so that teaching techniques emphasizing reading comprehension will be used. (MKM)

Suggests that critical reading and reading comprehension be taught separately at first to insure that students learn both to understand and to evaluate pieces of writing. (MKM)

Develops the viewpoint that the obstacles confronting the disabled reader have parallels in many of the problems the young child faces in learning to read. Discusses reading as passive behavior, teaching strategies, programs designed around the learner's deficits, and limited listening activities to extend syntactic and semantic competence. (FL)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

The need for and the limits of flexibility in college reading and study skills instruction are discussed with regard to the diversity of student population and theories on the reading process. (HTH)

Shows how older, largely context-free models of reading and its instruction became changed into a multidimensional, context-dependent orientation toward written language and the reading process and concludes with suggestions for using a variety of contextual strategies to increase reading comprehension. (HOD)

Concludes that preservice reading teachers were guided in their choice of reading materials by the view of the reading task they held. (FL)

Uses the author's experiences as a less-able member of a university choir as metaphor for how less-able readers experience the demands of learning a complex symbol system. Translates the positive experiences as a choir member into classroom contexts. Advocates choral reading, heterogeneous grouping, regular opportunities for practice, limitation…

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)