TY - CHAP TI - Effects of explicit comprehension instruction on reading to learn AU - Spires, H. T2 - Literacy without frontiers A2 - Satow, F. A2 - Gatherer, B. PY - 1992/// PB - United Kingdom Reading Association ER - TY - BOOK TI - Book review: Metacognition and reading comprehension AU - Spires, H. AU - Garner, Ruth DA - 1992/// PY - 1992/// VL - 13 SE - 76–81 ER - TY - JOUR TI - Using writing to explore academic self‐perceptions AU - Spires, H. T2 - Journal of Reading DA - 1992/// PY - 1992/// VL - 35 IS - 7 SP - 582–583 ER - TY - JOUR TI - Minding metaphors: Instructional strategies for production and comprehension AU - Martorella, P. AU - Spires, H. T2 - Teaching Thinking and Problem Solving DA - 1992/// PY - 1992/// VL - 14 SP - 1–5 ER - TY - JOUR TI - Promoting text engagement through reader‐generated elaborations AU - Spires, H. T2 - Forum for Reading DA - 1992/// PY - 1992/// VL - 23 IS - 1-2 SP - 22–32 ER - TY - CHAP TI - Regular classroom social status of students with behavior disorders: A re-analysis AU - Sabornie, E.J. T2 - The Status of Social Skills Training in Special Education and Rehabilitation: Present and Future Trends A2 - Sachs, S.S. A2 - Hirsh, M. A2 - Tierney-Russell, D. PY - 1992/// SP - 110–136 PB - Vanderbilt University ER - TY - JOUR TI - Social Mainstreaming of Mildly Handicapped Students AU - Cullinan, Douglas AU - Sabornie, Edward J. AU - Crossland, Cathy L. T2 - The Elementary School Journal AB - Social integration of students can be defined in terms of their peer acceptance, friendships, and participation in group activities. Social integration of children with mild-to-moderate behavior and learning handicaps is often a major obstacle to successful mainstreaming in elementary schools. The regular classroom presents important opportunities for overcoming this obstacle. In this article we emphasize teaching social skills and addressing classroom relationships in order to make the most of such opportunities. To teach social skills, we recommend assessing skill and performance deficits as well as behavior excesses to reveal students' learning needs. Such needs may then be corrected by use of a simple but effective directive instruction method featuring teacher description and demonstration of needed skills, followed by student practice with feedback. Teacher control over practice is decreased as the student shows increasing mastery of the social skill. The teacher should also attend to relationships involving herself or himself, the mainstreamed student, and the regular class students. We note a variety of steps the teacher might take, before and after the mainstreamed student arrives, to increase the chances that such relationships are positive and support social mainstreaming. DA - 1992/1// PY - 1992/1// DO - 10.1086/461696 VL - 92 IS - 3 SP - 339-351 J2 - The Elementary School Journal LA - en OP - SN - 0013-5984 1554-8279 UR - http://dx.doi.org/10.1086/461696 DB - Crossref ER - TY - JOUR TI - Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents AU - Cullinan, Douglas AU - Epstein, Michael H. AU - Sabornie, Edward J. T2 - Behavioral Disorders AB - There is very little information available on personal, educational, and demographic characteristics of seriously emotionally disturbed students based on nationwide data. The present study examined such characteristics and intercorrelations among them based on a national sample of adolescents identified as seriously emotionally disturbed, along with comparable nonhandicapped students. Results provided information about demographic (sex, age, race, population density of student's residence), personal (family structure, medication status), and educational (placements, extent of mainstreaming, related services, years in special education, and teacher information) variables, considered singly and in combination. Results are integrated with existing findings, and research implications are discussed. DA - 1992/8// PY - 1992/8// DO - 10.1177/019874299201700401 VL - 17 IS - 4 SP - 273-280 J2 - Behavioral Disorders LA - en OP - SN - 0198-7429 2163-5307 UR - http://dx.doi.org/10.1177/019874299201700401 DB - Crossref ER - TY - JOUR TI - The influence of anaphoric relations and departures from story grammar structure on text processing AU - Gallini, J.K. AU - Spires, H.A. T2 - Reading Psychology AB - Abstract The use of anaphoric relations and text adherence to story grammar rules were manipulated to produce different conditions of inferencing demands for college‐age students. Participants read passages that varied in the degree to which bridging inferences had to be formulated for text cohesion and understanding. This was done by using either word/concept repetition (least demanding; the low‐inference group) or pronominal, substitution, and ellipsis anaphora (most demanding; the high‐inference group) in passages. Subjects in both conditions read a passage consistent with story grammar rules and another passage departing from the typical narrative story schema. DA - 1992/// PY - 1992/// DO - 10.1080/027027192130202 VL - 13 IS - 2 SP - 107-130 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-33644891932&partnerID=MN8TOARS ER - TY - JOUR TI - Learning from a lecture: Effects of comprehension monitoring AU - Spires, H.A. T2 - Reading Research and Instruction AB - Abstract The effects of explicit instruction in how to take notes during a lecture were investigated. Subjects were college freshmen enrolled in a developmental reading class at a major southeastern university. Six sections of the class were randomly assigned to three treatment conditions: explicit instruction in notetaking, explicit instruction with self‐questioning, and a control group. Dependent measures included an immediate assessment of quality of notes, a multiple‐choice test on the content of the lecture, and a student‐generated summary of the content of the lecture. Delayed measures in the form of a multiple‐choice test and a student‐generated summary were also administered. Results lend preliminary support for providing explicit instruction with a self‐questioning strategy in how to take notes from a lecture. This approach was effective in improving quality of notes and immediate comprehension of lecture information with low performing college freshmen. Future research should focus on replication of this study using longer, authentic lectures over which students are being tested within the context of their regular academic classes. DA - 1992/// PY - 1992/// DO - 10.1080/19388079309558113 VL - 32 IS - 2 SP - 19-30 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-0002785691&partnerID=MN8TOARS ER - TY - JOUR TI - Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders AU - Spires, H.A. AU - Gallini, J. AU - Riggsbee, J. T2 - Journal of Experimental Education AB - Abstract We investigated the effects of schema-based cues (i.e., previewing) and text structure-based cues (i.e., structure cueing) on comprehension of expository prose. Seventy-four fourth-grade subjects were randomly assigned to one of three treatment conditions: previewing, structure cueing, and control. The procedures for both experimental groups consisted of a (a) training activity, (b) silent reading of a passage, (c) multiple-choice test, and (d) student-generated summary. Subjects in the previewing strategy group received instruction in focusing on preview statements preceding targeted portions of the text. Subjects in the structure cueing strategy group received instruction in text organizational patterns focusing on problem/solution and comparison/contrast formats. The control group received no instruction. Subjects participated in six 50-minute instructional and testing sessions over a 3-week period. Dependent measures consisted of initial and delayed multiple-choice tests, student-generated summaries, and student prediction scores of how well they performed on the multiple-choice test. Results indicated a statistically significant pattern of higher performance by the previewing group, compared with the structure cueing and control groups, on the dependent measures. The discussion focuses on the efficacy of using previews with expository prose as well as the need for continued research to clarify further the impact of schema-based and structure-based strategies on the reading comprehension of fourth graders. DA - 1992/// PY - 1992/// DO - 10.1080/00220973.1992.9943868 VL - 60 IS - 4 SP - 307-320 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-21144467803&partnerID=MN8TOARS ER -