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Portier, Christine; Friedrich, Nicola; Peterson, Shelley Stagg – Reading Teacher, 2019
With the goal of supporting students' writing and content area learning using play as a pedagogical model, teachers' action research projects involved kindergarten and grade 1 students collaborating to create texts for a range of purposes. The authors analyzed the project activities for their starting points or motivators, student and teacher…
Descriptors: Content Area Reading, Content Area Writing, Creativity, Teaching Methods
Serafini, Frank – Reading Teacher, 2014
Wordless picturebooks may be better defined by what they do contain--visually rendered narratives--rather than what they do not contain. This column challenges traditional ways of looking at wordless picturebooks and offers a few approaches for integrating wordless picturebooks into a wider range of classrooms, preschool through middle school.
Descriptors: Reading Instruction, Picture Books, Teaching Methods, Preschool Education
Lysaker, Judith; Tonge, Clare – Reading Teacher, 2013
Children with reading difficulties often face social and emotional challenges as well. These struggles may be particularly taxing for these children as classrooms increase in diversity and they encounter fewer people like themselves. In response to these issues, we developed an approach to teaching reading called Relationally Oriented Reading…
Descriptors: Reading Difficulties, Reading Instruction, Picture Books, Teaching Methods
Reilly, Mary Ann – Reading Teacher, 2009
In this article, the author uses Gary Saul Morson's concept of sideshadows to attend to the multiplicity of narratives that occur in a third-grade classroom. The author advocates for experiential learning in order to make more visible to teachers children's internal thinking within language arts, especially English-language learners. Additionally,…
Descriptors: Reading Instruction, Teaching Methods, Grade 3, Experiential Learning

Harp, Bill – Reading Teacher, 1988
Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)
Descriptors: Cognitive Development, Imagination, Learning Theories, Reading Comprehension
Wood, Karen D.; Endres, Clare – Reading Teacher, 2004
In order to make predictions about a text, students must have prior knowledge or experiences about the topic and a means or a reason to retrieve this latent information and knowledge. The Imagine, Elaborate, Predict, and Confirm (IEPC) strategy takes the predictive process back to its origins in the imagination and extends it throughout the…
Descriptors: Student Interests, Reading Strategies, Reading Processes, Reading Motivation