Reviews recent reading research and points out several implications for classroom reading teachers. Uses T. C. Standal's descriptive model of reading as a framework in which to present the research. (FL)

Emphasizes that, in order to comprehend, a reader must chunk the many words of a sentence into meaningful groups of words. Offers suggestions for developing "thought units" in the upper grades. (FL)

Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Discusses the principles of art and provides activities that correlate art and reading and promote cognitive and affective development. (HTH)

Argues that the mystery surrounding comprehension development can be dispelled by an understanding of schema theory and linguistic theory and especially by an understanding of W. Kintsch's model of comprehension, which draws from those bodies of theory. Describes teaching methods based upon Kintsch's model. (FL)

Proposes that rather than "water down" children's reading materials, educators should help students deal with the complexities of connected discourse so that they can learn to appreciate the richness of the language. Offers a number of teaching ideas for achieving this goal. (FL)

Examines the prevailing theories of reading comprehension: the psycholinguistic model, schema theory, and the skills model. Discusses their implications for instruction. (FL)

Proposes a teaching viewpoint on comprehension which removes some of the abstraction; the final product is a teaching sequence for comprehension skills that is parallel in form to the teaching sequences commonly used for word recognition. (JM)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Provides a number of suggestions for teaching children often confused words. (FL)

Describes the four steps of critical reading adapted to the model of reading proposed by W. S. Gray: (1) the perception of the connotative power of words, (2) the comprehension of persuasive language, (3) the reaction of judgment, and (4) the integration of monitoring devices. (FL)

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

Discusses research supporting the instructional validity of three comprehension monitoring strategies: (1) summarization of text, (2) self-initiated questioning, and (3) differentiation of reader-based and text-based questions. (FL)