Describes a method for developing after-reading questions devised from a story map of the text's main events and ideas, both explicit and implicit, in order to guide comprehension, rather than just assess it. (HTH)

Demonstrates that intensive direct instruction followed by practice can help slower students learn sight vocabulary. (FL)

Outlines a procedure for direct teaching of reading skills and gives specific examples of how to use the procedure. (FL)

Describes a technique that draws upon popular children's literature to help children learn more complex sentence structures through a sentence modeling cycle. Lists books that are appropriate for use with the technique. (FL)

Examines criteria for selecting reading materials in the schools, including a comprehensive list of questions to be considered in evaluating reading materials. (HTH)

Reviews the literature concerning the effects of teacher personality on the reading achievement of students, specifically remedial students. Concludes that teacher characteristics can be influential in improving student reading performance. (FL)

Argues that round robin reading is valuable because it prepares students for "the real world" by exposing them to boredom, teaching them to look alert when they are not, teaching the skills of oneupmanship, and teaching inference skills (since it often obscures the story line of a work). (FL)

Defines visual literacy and considers a number of elements of wordless picture books that contribute to the development of visual literacy in students. (FL)

Presents examples of current instructional conceptions, illustrates one way to broaden thinking about teaching, and argues that a lack of such thinking poses its own methodological problems for reading instructional research. (AEA)

Describes several techniques that enable parents to prepare their preschool children for the actual process of learning how to read that they will encounter when they enter school. (FL)

Lists behavioral objectives and evaluative criteria designed for a remedial reading classroom. (HTH)

Concludes that a structured approach to students' private reading is vital to their reading progress, that children need access to books that will increase their enthusiasm, that they need time for reading each day, and that careful monitoring of all aspects of their reading is essential. (FL)

Discusses whether the learning of separate subskills is a prerequisite for learning to read and whether the reading process actually is made up of many different skills. (FL)

Offers strategies for teaching reading skills that are important in the study of mathematics. (FL)

Reports that research in the field of teacher effectiveness is difficult because so many areas associated with it have not been analyzed. (FL)