Suggests that teachers who use strict cloze tests to diagnose and teach the use of context clues should warn students to expect only 40 to 50 percent correct answers. (AEA)

Argues that when students in Third World nations use foreign materials and encounter a culture-concept gap, their teachers need coping mechanisms that help build up the students' store of background knowledge. (FL)

Examines how teachers use questions to socialize and control students. (FL)

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Concludes that intermediate grade students were better able to determine the meaning of unfamiliar words when (1) contextual clues were provided, (2) students were older, (3) the clues were in synonym rather than inference form, and (4) the contextual clues were closer to the unfamiliar words. (FL)

Two types of questions were inserted in reading material either before or after certain text segments to see how they affected learning. (MM)

It is suggested that reading material for individualized instruction in second language learning should be adapted to provide students with a set of guiding questions. Specific types of questions and possible formats are presented. These suggestions were applied to a workbook accompanying a short novel. (Author/RM)

A number of exercises are given based on "Le Petit Prince" which are not only structure drills for grammar practice but are also reading comprehension exercises. (Author/RM)

Significant test concepts are discussed and guidelines are given for planning and constructing test items. Examples are given for evaluating reading comprehension and suggestions are made for pre- and post-test activities. (Author/RM)

Demonstrates a preliminary, informal diagnostic procedure that a social studies teacher can adapt to the child and the textbook to determine the extent of a child's ability to read and understand the content read. (Author)

Advanced organizers produced two distinct effects--subsumption of related material and abstraction of incidental concepts. (RB)

Literacy is often broadly defined as the ability to read, write, speak, listen, and think critically. Young people need to develop strong literacy skills to communicate effectively, gain respect from peers and authority, participate in their communities in a meaningful way, and fully contribute to society. Building literacy, therefore, goes far…

Integration occurs when separate parts or elements are combined into a unified whole. This book focuses on classroom arts integration--equally incorporating skills in drama and reading comprehension into all lessons. Drama and reading comprehension share a multitude of authentic connections, including meaning making and interpretation. Each…

This report describes a program for improving reading comprehension through cooperative learning. The targeted population consisted of elementary and middle school students in growing middle class communities, located in northern Illinois. The problems of reading comprehension in content areas were documented through teacher observation and…