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Mangano, Nancy G.; And Others – Reading Psychology, 1982
Argues that metacognitive training in students can help students to remediate comprehension difficulties, to more accurately guage their success as learners, and to view reading as a flexible, thought-provoking process of interaction with text. (HOD)
Descriptors: Elementary Secondary Education, Metacognition, Reading Comprehension, Reading Instruction
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Readence, John E.; Moore, David – Reading Psychology, 1979
Discusses research that indicates the value of prereading and postreading in content area reading; explains the encoding specificity principle, which is the basis of methods that present similar cues during prereading and postreading. Describes several instructional applications of this principle. (GT)
Descriptors: Advance Organizers, Content Area Reading, Directed Reading Activity, Learning Theories
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Heller, Mary F. – Reading Psychology, 1986
Describes a directed reading and writing lesson that uses the power of the composing process throughout content area lessons to enhance reading comprehension. Uses a fifth grade science lesson as a model. (FL)
Descriptors: Content Area Reading, Content Area Writing, Directed Reading Activity, Grade 5
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Searfoss, Lyndon W.; Readence, John E. – Reading Psychology, 1983
Explains how to organize a "print laboratory," a safe, nonthreatening environment where students can experiment with all kinds of print found in the real world. Presents strategies designed to promote independent reading and comprehension. (FL)
Descriptors: Classroom Environment, Elementary Secondary Education, Reading Comprehension, Reading Improvement
Peer reviewed Peer reviewed
Yeazell, Mary I. – Reading Psychology, 1982
Indicates that including philosophical skills in the reading program of fifth-grade students led to improved reading comprehension achievement for both above and below average readers. (FL)
Descriptors: Academic Aptitude, Cognitive Processes, Elementary Education, Grade 5