| Abstract: | Research and classroom experience (Bormuth et al., 1970; Nichols, 1980) support the idea that middle and secondary students often have difficulty understanding relationships within and between sentences. Knowledge gleaned from discourse analysis concepts can assist teachers in providing useful instructional strategies to help students comprehend progressively larger units of meaning. We want to encourage teachers to try some of the instructional strategies we have provided and also to experiment with additional ideas drawn from the information presented here. We hope other teachers will further explore this potentially rich area of comprehension instruction. |
