A third-grade teacher's account of her struggle to determine the most appropriate methods for teaching reading skills includes grouping techniques, methods for creating interest in reading among the students, techniques for diagnosing reading levels, and a fifth dimensional approach to teaching beginning reading. (JN)

Describes how an elementary teacher can plan and manage directed reading, including selecting appropriate children's books, preparing a reading guidesheet for each, and conducting conferences with each student to reinforce reading comprehension and vocabulary development. (SJL)

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…

To determine the effects of repeated readings with cues on reading fluency and comprehension, a study was conducted on 30 third grade students reading at or above grade level, utilizing three equally difficult passages. Half the children were told to read for meaning, and the other half were cued to read for speed and accuracy. These cues were…

The student reader-workbook, third part of the "Chaa'" series, presents activities for the student to do orally and in writing. Pages are divided into four frames with the intention of completing each frame before continuing to the next frame in sequence. To allow children an opportunity to decode words at an early age, the code emphasis (phonics)…

Intermediate grade teachers can help students deal with content area reading problems by using the directed reading activity (DRA) approach. Prior to using this approach the teacher needs to decide the major concepts to be emphasized in the content selection, the vocabulary terms to be taught, the specific skills to be taught to aid in…

This study discusses the importance of comprehension in reading and describes a tool for measuring reading comprehension according to an individual reader's "structures of meaning." The procedure for developing a visual representation of this structure involves three distinct steps. After reading the text, student and teacher employ techniques,…

Two procedures developed by reading specialists are presented for use in a second-year Spanish class. A directed reading lesson in seven steps is illustrated by an outline of a reading lesson adapted to a one-page Spanish story. The lesson includes a "Three-Level Guide," so called because it is designed to improve comprehension skills at the…

Suggestions are provided for creative activities with a selected list of children's periodicals. The periodicals were chosen as representative of those that are available for use by children, teachers, and library media specialists in the elementary through middle school (K-8) grades. Each magazine was examined by students working on degrees in…

Reading is comprehension, it is a complex network of interrelated skills, and it involves several levels of thinking, but in a holistic rather than in a molecular response to the text. The practice of reading based on this theoretical understanding involves identifying levels of comprehension; noting that levels of comprehending are not strictly…

Comprehension levels necessary to the acquisition and retention of facts, concepts, and rules and the facilitating effects of the use of orienting directions and postadjunct questions were investigated in a study involving 105 sixth-grade students. Four treatment groups each received a version of a six-page fictional passage, differing in the use…

A workable plan to help social studies teachers develop the competencies they will need to teach students to read social studies materials in grades K through 12 is provided in this document. A directed reading lesson is included which suggests practical techniques for improving reading skills. A unit sample and some suggested techniques for…

This booklet begins with a rationale for a strategy for structuring reading activities in the English classroom in order to facilitate growth in reading ability and to accommodate students with varying initial levels of achievement. Specific suggestions are provided for prereading activities, the reading itself, and postreading activities. A…