Offers suggestions for effective use of the Directed Reading-Thinking Activity developed by R. Stauffer. (FL)

Describes how teachers can incorporate the use of comprehension monitoring activities into the guided reading phase of basal reading instruction. (FL)

Discusses the applications of Russell G. Stauffer's work to the teaching of reading. (JL)

This study systematically analyzed social and cognitive processes that underlie the development of argumentative knowledge. Group discussions of controversial issues and explicit instruction in argumentation were expected to help students acquire a sense of the overall structure of an argument, or an argument schema. In a quasi-experiment, 128…

Conversation is a basis for critical thinking. It is the thread that ties together cognitive strategies and provides students with the practice that becomes the foundation for reading, writing, and thinking. In recent years, proficient reader research has yielded information about what good readers do as they comprehend text. This article provides…

Discusses details for establishing and evaluating student directed reading groups. (HOD)

Describes the directed group reading technique used by a middle grades teacher in Japan to help her students get the most from a book. Explains how the technique not only allowed the students to acquire more knowledge, but also taught them how to study and think. (FL)

Directed reading activities found in commercially produced instructional materials usually contain information that is aimed at helping children understand the story as well as helping them to develop other skills. To test the effectiveness of both establishing background knowledge and directing children toward central story content, two…

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)