Date added: December 2, 2000

A Case and Strategies for Vocabulary Instruction, by Renee L. Donohue (click here to download a Microsoft Word document)

Bridging the Cultural Divide Through Multicultural Children's Literature, by Marie Hseu and June Hetzel (click here to download a Microsoft Word document)

Date added: August 29, 2000

Promoting Vocabulary Development in Your Classroom, by Nicole Amber Long

Contents: Microsoft Word document or PDF
Abstract: Microsoft Word document or PDF
Thesis: Microsoft Word document or PDF
References: Microsoft Word document or PDF

Date added: July 9, 2000

Creativity, Leadership, and Intelligence Microsoft Word document with comments or Microsoft Word document without comments

Date added: March 3, 2000

Chapter 1: Reading in the Elementary Classroom: Microsoft Word document with comments or Microsoft Word document without comments

Chapter 2: Passage Comprehension: Microsoft Word document with comments or Microsoft Word document without comments

Chapter 1 & 2 without comments: Self Extracting Archive

Date added: February 14, 2000

Chapter 2: Passage Comprehension: Microsoft Word document or PDF

Date added: February 5, 2000

If you don't already have Adobe Acrobat Reader click here. It is required to read the PDF files.

General-Purpose Learning Strategies: PDF or website

Why Reading Is Not a Natural Process: PDF or website

Reading Strategies: PDF or website

Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms: PDF

Author's Abstract: In this study we investigated the effectiveness of a cooperative learning approach designed to foster strategic reading in 3 heterogeneous, culturally and linguistically diverse, general education classrooms in 1 school. Fourth graders in an 11-day experimental condition (N = 85) were taught by the researchers to apply reading comprehension strategies ("preview," "click and clunk," "get the gist," and "wrap up") while reading social studies text in small student-led groups. Control condition students (N = 56) in 2 classes did not learn comprehension strategies but received researcher-led instruction in the same content. Outcome measures (a standardized reading test, social studies unit test, audiotapes of group work) indicated that students in the experimental condition made greater gains in reading comprehension, F(1,138) = 10.68, p = .001, and equal gains in content knowledge. Discourse analyses of peer talk during cooperative group sessions indicated that 65% of discourse was academic in nature and content related, 25% was procedural, 8% was feedback, and 2% was unrelated to the task. Students implemented the clarification (click and clunk) and main idea (get the gist) strategies the most consistently and effectively.

Reading comprehension: what works: PDF

Abstract: Reading comprehension instruction has evolved from teaching decoding of texts to teaching inferential and evaluative thinking. A well-rounded reading instruction program should provide ample time for actual reading, teacher-directed instruction in comprehension techniques, collaborative learning and student-teacher sharing of reading responses. To make the most out of reading time, teachers should include personal choice, multiple readings, optimal difficulty and sharing in reading activities. Programs should use multiple approaches to ensure a wholistic program.

Saving James: PDF

Abstract: Reading Recovery is an early intervention, highly structured literacy program for struggling students who have received the lowest scores in writing and reading. It trains teachers to develop the best strategies to empower young struggling students to successfully incorporate meaning, structure and visual clues. It rescues them from years and, perhaps, a lifetime of sustained frustration and failure. The considerable effectiveness of this program is illustrated in the case study of a first grader named James.

Use bookmarks to build comprehension: PDF

Abstract: Reading teachers can improve students' comprehension using different bookmark making activities. These include teaching students how to predict the events in a story based on chapter titles and illustrations by asking them to list predictions and supporting evidence on blank bookmarks. Students can also be taught how to question stories, create mental pictures and improve their notetaking skills.

Why Reciprocal Teaching?: PDF

Abstract: Reciprocal Teaching, a program that focuses on reading comprehension student reading scores in Highland Park, MI. The Michigan Educational Assessment Program reading scores of fourth graders who received intensive Reciprocal Teaching instruction rose from 8.6% in 1991 to 28.8% in 1994. Under the Reciprocal Teaching program, students are encouraged to question, summarize, clarify and predict in monitoring their own comprehension.

Build the Study Skills Your Students Need Most: PDF

Abstract: Reading and writing are the two skills students need to master to make studying easier and more enjoyable. Two strategies are proposed on how to create programs that will develop childrens' reading comprehension and note-taking skills. The strategies im to increase the students' awareness on the thought processes involved in reading and writing. Reading stories out loud, thinking out loud, asking questions and forming images of the messages relayed by the story are some of the techniques that can be used to enhance students' skills.