Noting that "every pupil response" (EPR) techniques allow for all students in a group to respond to each question asked by a teacher, this paper explains how EPR techniques may be incorporated in a reading lesson to help students develop decoding ability. The paper offers a justification for using these directed teaching strategies based on…

Cites studies and three illustrative cases showing benefits to a reading program which can be derived from creative dramatics activities. Discusses materials and supplies, physical arrangement and management techniques for a creative dramatics learning center. (BR)

The author investigated pupil reading achievement as related to teacher emphasis on individualized instruction, language development, comprehension skills, diagnosis, word attack skills, oral vs. silent reading, and other, not easily classifiable, skills. (MJB)

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

Argues that the directed reading activity (DRA) is a teaching strategy of limited use to students and discusses how teachers can transform the teaching strategy into a learning strategy. Discusses the generalization of the DRA strategy, emphasizes self-checking for learner control of strategies, and describes attributional consequences of teaching…

Article details eight reading learning stations to be developed over a two-week period and geared to the intermediate grades. (Editor/GB)

Presents the results of a minicourse to improve reading skills. (RB)

Discusses how directed reading activities and vocabulary guides can be used in an English classroom to help improve students' reading comprehension. (HOD)

Offers ideas for teaching young readers to appreciate books. Suggests creating activities, such as reading contests, book theater, book reviews with a twist, character essays, and game shows. Intended as a starting point to help inspire Catholic educators to come up with more ideas of their own. (NB)

Describes how semantic webbing exercises are useful for activating background knowledge, increasing organizational skills, focusing on the topic, and notetaking. (MM)

Focuses on guiding readers toward making informed decisions about choosing appropriate paths through and beyond the text. Points out that this type of reading program can work as well for intermediate grade readers as it does for primary readers. (ET)