Suggests classroom activities to prepare students for reading. (DD)

Offers suggestions on teaching students to find the answers in a passage by asking questions before reading the material. (RB)

Explains how a teacher taught his class the value of skimming in developing reading comprehension. (FL)

Structured overviews can help students and teachers to clarify objectives in content reading. (KS)

Two instructional strategies to help mildly learning handicapped students read and understand textual material are described: (1) previewing (use of introductory paragraphs, including questions, that provide a cognitive framework for approaching a textbook passage); and (2) text summarization by students themselves as a follow-up activity.…

The effects of pictorial advance organizers presented before reading a passage on the retention of passage information were examined for 48 children in grade 5. Those given an integrated pictorial advance organizer recalled more than did others on both immediate and delayed tests of recall. (SLD)

Anticipating the information contained in a text is a skill which needs to be practiced in order to aid the reader's overall understanding, thus allowing the teacher to concentrate on new items of language. The "two-phase speculative" approach assists in teaching and unifying thematic aspects of a reading passage. (Author)

Gloss, or marginal notations in a text, and other similar techniques can be used by reading specialists both as they attempt to develop meaningful content area reading programs and as they review what is already known before attempting to learn new information. For example, several social studies teachers began their gloss activities by…

Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called…

Merging the instructional implications drawn from theory and research in the interactive reading model, schemata, and metacognition with computer based instruction seems a natural approach for actively involving students' participation in reading and learning from text. Computer based graphic organizers guide students' preview or review of lengthy…

Options are presented in this paper for the imaginative use of questions in content area study. An argument is made against the stereotyped use of questions to test factual recall and for the use of questions to expand instruction in content study to stimulate higher levels of thinking and learning activities. Suggestions and examples are provided…

Concludes that providing the reader with prior structure on which to map incoming material leads to increased comprehension of a related reading. (FL)

The purpose of this study was to determine if the use of pre-reading guides would effect better comprehension in the reading of short stories by ninth grade public school students. Four pre-reading guide sheets were prepared and validated for use in this study for each of the following stories: "The Interlopers" by Saki, "The Necklace" by…

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

This paper addresses the value and components of developing prereading skills to improve students' reading comprehension. Prereading activities are seen to prepare the student to both read and comprehend the story and involve cognitive engagement with ideas crucial to comprehension of the reading material. Teachers are urged to develop the…