Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

A review of the literature indicates that instructional differences exist between the instruction given to good and poor readers. A study was conducted to examine the amount of actual reading of connected text, orally or silently, assigned during classroom reading instruction. Twenty-four first and second grade teachers from four school districts…

Examines how the organization and content of basal reading programs may influence reading instruction. Concludes that: (1) basal programs differ in organizational complexity; (2) they differ in influence on the assignment and reading of material; (3) they emphasize skills; and (4) instructors rely on basal teaching guides to differing degrees. (RS)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)

Describes a study which examined through classroom observations of reading and social studies whether elementary schools provide comprehension instruction. Major findings included the fact that almost no comprehension instruction was found. (MKM)

Presents a study of students in Australia, Canada, and England and examines grade nine students' written responses to writing over a two year period and their opinions of the books they read. Suggests that for students of that age, creative written responses to writing are the most imaginative. (JC)

By providing definitions of key concepts, outlines of major models, and practical suggestions for classroom implementation, this pamphlet gives teachers access to current research on the interactive model of reading. The topics covered include: Vygotsky's learning theory, metacomprehension, prior knowledge, chapter mapping, cooperative learning,…

A review of several classroom observation and survey studies of comprehension instruction, content area reading for homework, and aspects of reading assignments raises the question of whether enough is being done in Irish schools to develop critical reading competency. It appears from these studies that many students are being left to their own…

This study presents preliminary findings from research developing an instructional quality assessment (IQA) toolkit that could be used to monitor the influence of reform initiatives on students' learning environments and to guide professional development efforts within a school or district. This report focuses specifically on the portion of the…

The purpose of this book is to deal with pressing problems encountered by secondary teachers in teaching reading, through synthesizing pertinent research and suggesting classroom applications. Its 16 chapters deal with the following topics: the teen-aged nonreader; complicating factors in the teaching of reading; a school-wide attack on reading…