Adaptations of Manzo\u27s Guided Reading Procedure

In 1975 Manzo described the Guided Reading Procedure, which was designed to improve reading comprehension by stressing attitudinal factors- accuracy in comprehension, self-correction, and awareness of implicit questions, as well as cognitive factors, unaided recall and organizational skills (pp. 291). As developed by Manzo, the Guided Reading Procedure (GRP) is to be used after the reading of a common selection. However, the GRP can easily be adapted as a pre-reading activity and as a post-reading activity when students have read different materials

Readiness for Reading Comprehension

The comprehension lessons which follow are designed both to enhance teachers\u27 awareness of the processes that lead to comprehension and to provide a framework within which they may develop their own lessons for comprehension awareness

Enhancing Vocabulary Growth

In this paper the skills of independent vocabulary expansion--use of context clues, structural analysis, and the dictionary--will not be discussed. Rather, in this paper, the focus will be on understandings and attitudes can be grouped into three categories of concerns: intellectual, practical, and affective

Desirable Teaching Behaviors for Writing

Interest in the teaching of writing has dramatically increased in the last few years. Teachers who have often had little formal training in writing education find themselves searching for ways to assist their students to become better writers. The Desirable Teaching Behaviors described below were identified by the Parent Education Follow Through Program (Ware, 1980). They can help teachers provide effective instruction in writing and deal with all three stages of the composing process: precomposing (prewriting or planning), composing, and post-composing activities (revising and editing)

Teaching Children to use a Context-plus-Phonics Strategy

The main purpose of this article is to describe in detail a procedure which teaches children to integrate two word identification strategies, ose of context and of phonics. A study was conducted which tested the effectiveness of this integrative strategy, and a secondary purpose of this article is to present the results of the study

How to teach reading

xi, 366 p. : il.; 21 cm