Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

Identifies commonly experienced obstacles on the road to literacy and discusses ways in which teachers can assist their students to act in a more "self-determined" manner when confronting these challenges. Describes strategies for promoting more active problem solving by students in both regular and special education classrooms. (RS)

Describes the use of a wordless picture book with a second and fifth grader and demonstrates its usefulness in the language arts classroom. (RS)

Describes six strategies for implementation in a reading remediation program for dyslexic children. Provides an example and rationale. Discusses reading difficulties most often found in dyslexic children. (RS)

Discusses the importance of teaching vocabulary in the content area so that at-risk readers can develop strategies to see word relationships and the importance of higher-level thinking. Examines and offers specific examples of the strategies of mnemonigraph cards, analogies, and word groupings. (RS)

Provides a framework for using journal writing in the primary grades to develop writing skills. Outlines techniques to help focus teacher observations, deepen insights, inform curricular decision making, and help teachers reflect upon the student's role in journal writing. (RS)

Discusses strategies and activities that a teacher can use to help a young writer become a fluent writer. Suggests that it is essential for teachers to provide an abundance of opportunities for children to write. (RS)

Provides a teaching strategy that uses Bloom's taxonomy and newspaper comic strips to promote higher-level thinking in elementary and secondary classrooms. Explains and demonstrates two functions of questioning (centering and expansion) using a Peanuts comic strip. (RS)

Notes that reading teachers can incorporate a balanced approach to teaching word identification by linking learning objectives (state mandated in many areas) to authentic literature and accommodations for learning differences. Begins with the desired objective followed by a suggested instructional procedure, a specific example, three appropriate…

Presents a useful technique for helping meet individual student needs and improving reading comprehension. Examines how literature can be used, through the bibliotherapeutic technique, with collaborative groups to facilitate the total development of children. (MG)

Describes the cooperative learning technique and the advantages of using the technique. Presents the most widely used cooperative learning techniques and describes those suitable for the reading/language arts classroom. (MG)

Presents a teaching technique of assessing the child's reading interest, making available a collection of books, and specifying time for recreational reading. Discusses how the teaching objectives avoid the listing of activities for students and focus on behavior to arouse children's interest. (MG)

Describes how to implement the technique called "Read a Book in an Hour" with children at the critical transition stage when they are faced with longer texts and fewer illustrations. Provides a list of books appropriate for teachers who wish to use the technique with upper primary students. (KEH)

Discusses the importance and benefits of reading aloud to young children. Presents methods and follow-up strategies using a variety of literature to further develop children's early skills in reading and writing. (RS)

Shows the importance of teaching reading in the content areas. Recognizes that integrating reading and writing in mathematics, science, and social studies greatly enhances students' ability to understand and process expository text. Provides specific strategies for incorporating reading and writing in the content areas. (RS)