Intended to help classroom teachers, curriculum developers, and researchers, this book provides current information on theoretical and instructional aspects of main idea comprehension. Titles and authors are as follows: qThe Confused World of Main Ideaq (James W. Cunningham and David W. Moore); qThe Comprehension of Important Information in Written Proseq (Peter N. Winograd and Connie A. Bridge); qWhat Do Expert Readers Do When the Main Idea Is Not Explicit?q (Peter P. Afflerbach and Peter H. Johnston); qResearch and Instructional Development on Main Idea Skillsq (Joanna P. Williams); qActively Teaching Main Idea Skillsq (Mark W. Aulls); qThe Direct Instruction of Main Idea Comprehension Abilityq (James F. Baumann); qTeaching Students Main Idea Comprehension: Alternatives to Repeated Exposuresq (Victoria Chou Hare and Adelaide Bates Bingham); qTeaching Middle Grade Students to Summarize Content Textbook Materialq (Barbara M. Taylor); qGraphic Organizers: Cuing Devices for Comprehending and Remembering Main Ideasq (Donna E. Alvermann); qGetting the Main Idea of the Main Idea: A Writing/Reading Processq (James Flood and Diane Lapp); and qMain Idea Instruction for Low Performers: A Direct Instruction Analysisq (Edward J. Kameenui). (EL)Young children appear to have better developed awareness of narrative text structure than expository structure. Bridge and Tierney (1981) found that third grade children were better able to recall a well structured narrative than an expositoryanbsp;...
|Title||:||Teaching Main Idea Comprehension|
|Author||:||James F. Baumann|
|Publisher||:||International Reading Assn - 1986|