Two implications for instruction in language arts are suggested. First, more reading of children's literature in the reading/language arts curriculum will foster learning the way language is written. Second, teaching story discourse rules directly is inappropriate, since children will tacitly construct the rules much as they have developed other…

Reviews representative instructional studies of inference training, reciprocal teaching, and process training. Discusses both the concept of explicit comprehension instruction and potential difficulties in classroom implementation. Raises two important curricular concerns. (NH)

Examines evidence on error rate in classroom tasks. Claims the usual interpretation of a negative relationship between error rate (especially in oral reading errors) and reading achievement as meaning that low error rates lead to reading growth may be mistaken. Suggests oral errors cause tension, which increases attention and instigates deeper…

Examines the influence of training on three middle school teachers' use of guides for three levels of comprehension during content area lessons. Those teachers who had acquired high levels of knowledge through training in goals and procedures tended to shift and adapt the distribution of questions they asked students. Views these adaptations as…