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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

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Postreading Questioning and Middle School Students' Understanding of Literature
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Liang, Lauren Aimonette; Watkins, Naomi M.; Graves, Michael F.; Hosp, John – Reading Psychology, 2010
The study examined the effectiveness of a "story map," a questioning technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the original story map--a teacher-generated, postreading questioning framework--was never empirically tested. This…
Descriptors: Questioning Techniques, Literature Appreciation, Anthologies, Learning Strategies
Investigating Two Approaches to Fostering Children's Comprehension of Literature
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Liang, Lauren Aimonette; Peterson, Cheryl A.; Graves, Michael F. – Reading Psychology: An International Quarterly, 2005
This instructional study investigated the effects of two approaches to fostering elementary students' comprehension of literature. Participants were 54 third-grade students in 2 classrooms in a linguistic and culturally diverse, urban elementary school. Students read two folktales, receiving a Scaffolded Reading Experience (SRE) unit with one…
Descriptors: Teaching Methods, Reading Instruction, Grade 3, Reading Comprehension
Content Teachers' Predictions of Students' Knowledge of Specific Words.
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Graves, Michael F.; Gebhard, David V. – Reading Psychology, 1982
Investigates the accuracy of content area teachers and the "Living Word Vocabulary" (LWV) in predicting students' knowledge of specific words. Concludes that while teachers varied greatly in their ability to predict students' word knowledge, the LWV provided quite accurate predictions of student performance. (FL)
Descriptors: Junior High School Students, Junior High Schools, Knowledge Level, Reading Comprehension
Effects of Stresssing Oral Reading Accuracy on Comprehension.
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Furniss, David W.; Graves, Michael F. – Reading Psychology, 1980
Summarizes a study in which third-grade students were asked to read a book passage aloud, then recount as much as they could remember. Results show that overemphasizing accuracy of word pronunciation can actually retard comprehension of material by student. (HTH)
Descriptors: Beginning Reading, Oral Reading, Primary Education, Pronunciation