Children need to learn early that reading can give them new ideas and change old ideas. Pupils are all too often evaluated in terms of their ability to express what they know rather than what they think. Thoughtful reading can be done from the very beginning of reading instruction. Effective questioning practices will develop this ability. The…

Through the meaningful interpretation of sensory data and a background in language experiences, an individual can build more effective knowledge structures. With more effective knowledge structures, one can react more discriminatingly to the written and printed word. Sound knowledge structures involve not only the ability to organize and…

This paper discusses two aspects of reading as a cognitive process as they relate to instruction based on the intellectual operation performed during the act of reading. The first consideration is an assumption that comprehension skills are based on a set of underlying cognitive tasks or operations which can be developed through instruction. The…

Through an analysis of children's reading materials published in the 1930's and 1960's, an attempt was made to show the difference in the amount of responses requiring literal comprehension (i.e., direct or paraphrased answers from the reading materials) and critical comprehension (i.e., use of interpretive and critical reading skills). Examined…

The National Assessment of Reading was not based on any one particular approach to the subject of reading. Its primary assumption was that information would help anyone who is interested in reading--regardless of his approach to the subject--determine for himself how well Americans read. The results of this assessment are reported according to a…

Ways of using literature to train students in making critical inferences are discussed. (JH)

Critical discussions of reader reaction are often only disguised discussions of author intention. (JH)

Uses examples of poetry by Australians to show how response to a poem depends on being a good listener; detecting with accuracy the tone of voice that governs the poem. (RL)

Shows how a content area teacher can help students relate prior experiences to the new information to be gained through the reading assignment. (MKM)

Defines the term "higher cognitive questioning" and shows teachers how to use this technique to build students' critical reading skills. (RL)

Suggests methods for teaching gifted children to read that will not bore them or make them repeat skills they have already mastered. (MKM)

Describes the ways in which the published results of research can find their way into practical application within the classroom very quickly. (JM)

Provided is a list of resources to assist teachers in planning reading programs which will stimulate the elementary level gifted reader to achieve according to his abilities. (SBH)

Focuses on the instructional uses of romance novels and what teachers, parents, and others can do about girls' fascination with them. Contends that students can and should critically read adolescent romance novels with teacher or parental guidance. (MS)

Reveals high awareness of comparison/contrast structure and low awareness of causation structure. Supports the hypothesis that structure-aware students are more likely to use a structural strategy when reading than unaware students. Reveals that sixth graders have some text structure knowledge and may be promising candidates for instruction in how…