Adults use linguistic context to assist in understanding words that may have multiple meanings. However, elementary school children are not able consistently to use this method of clarifying ambiguity. Research has shown that a three-component training method can help upper elementary school students develop the use of linguistic context. To…

Suggests that teachers of reading would be in error to suppose that the displacement of regular methods of reading instruction in their classes by music activities will produce exceptional gains in skills. (Author/RB)

Presents eight ideas for classroom activities for improving reading comprehension, all of which are based on recent research findings. (FL)

Presents a practical strategy for teaching reading comprehension that is based on current research and consists of five steps: (1) introduction, (2) example, (3) direct instruction, (4) teacher-directed and (5) independent practice. Provides sample lessons for each step. (FL)

This study examined how the report of the National Reading Panel (NRP) in 2000 might have differed if qualitative research had been included in their examination of text comprehension instruction. Electronic and hand searches yielded 12 qualitative studies meeting criteria for inclusion in the study. Each of the studies was read and coded to…

The primary purpose of this study was to investigate and describe the relationships between and among classroom organization, self-concept, and reading achievement. Of the 12 classrooms used in the sample, six were organized according to traditional patterns, six were activity-centered. Traditional classrooms were those in which the curriculum and…

Concludes that using a reading plan sheet and prompting cards helped fourth grade students increase their literal recall. (FL)

Contains brief contributions from teachers dealing with the following topics: (1) skills needed to teach reading, (2) mastery learning, (3) language skill development, (4) book making, (5) the "walking/talking" rule, (6) oral reading activities. (FL)

Discusses classroom experiences that provide opportunities for upper-grade students to note meaning emphasis alternatives (primary and secondary, "modal" and "nonmodal") across linguistic contexts. (FL)

This article discusses polysemy in terms of foreign language reading and vocabulary development. For some foreign language readers, polysemy can be a major source of difficulty in the comprehension of text, even more so than a lack of vocabulary knowledge. Research with non-native readers of English has indicated that even advanced readers, upon…

Reports on research concerning cloze techniques; shows how a technique termed the "Interactive Cloze Procedure" was used to help eighth grade students study the use of imagery in a literary selection. (MAI)

This book provides educators, parents and caretakers with a variety of instructional strategies for engaging K-8 students. These approaches are designed to enable all students to read easily and enjoyably by utilizing different styles and approaches. The techniques are not generally found in conventional classrooms, but are specifically targeted…

Concludes that middle school and high school students are rarely involved in discussions (as opposed to recitations) of their content reading assignments. Includes three sources of information for helping teachers help their students learn from text. (FL)

Reports data gained from observations and interviews with reading teachers and administrators in Mexico concerning teacher experience, classroom environment, teaching methods, and materials used in reading instruction. (FL)