This study examined the use of story impressions as a prereading writing activity. Students either received story impressions, read a story, then wrote stories using clues; received story impressions and listed predictions about a story; or received no preview activity before story reading. Story impressions produced the highest level of story…

Reports a study that compared the effects of two teacher-directed prereading instructional procedures (directed reading activity versus story grammar/structured overview story mapping) on elementary students' literal and inferential reading comprehension. Story mapping produced better comprehension among third graders but no differences in…

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (PP)