Background/Context: One of several challenges to fusing reading and science instruction through the use of reflective practice arises from recent claims that it is questionable whether anyone can "make" preservice teachers into reflective practitioners. This challenge has implications for researchers and teacher educators in general, especially if…

Calls into question the assumptions (1) that those who read unfamiliar text use analytic processing more than do those who read familiar text and (2) that introspective reporting interferes with comprehension. (FL)

Describes a discussion web as a graphic aid for teaching students how to think about both sides of an issue before drawing a conclusion in response to what they have read. Describes the five-step procedure and provides grade-level and content-area examples and examples of webs in action across the curriculum. (MG)

Draws from the authors' own experiences in working with youth in an after-school media literacy club to examine the notion that it is possible to arrive at an understanding of how adolescents make meaning of popular culture texts by observing them in action. Teases out some meaning-making strategies that one adolescent used in strategically…

Examines the extent to which reading research supports the comprehension and vocabulary strategies recommended in content reading methods texts. Concludes that more of the research finds the strategies to be effective than finds them ineffective. (MM)

Second grade students'"think-alouds" were analyzed to investigate whether children used different reading stategies to comprehend targeted story grammar categories in two basal reader narratives. Results indicate that the proportion of elaborative and nonelaborative strategies used by children differed as a function of category type.…

Results of an experimental metacognitive training study of 64 10th graders suggest that graphic organizers, using precise graphical/ pictorial cues, improves reading comprehension of self-perceived, test-confirmed, low-achieving readers by inducing "look-back" or rereading of specific passages to locate test question answers. An appendix contains…

Concludes that on an immediate recall test, fourth-grade students taught with a graphic organizer strategy for facilitating comprehension recalled significantly more idea units in a test passage than did students who had not received such instruction, but there were no performance differences between the two groups on a one-month delayed recall…

Examines the postsecondary research base for content area reading strategies. Compares findings to earlier studies of secondary schools. Finds semantic mapping and graphic organizers were more effective for secondary than postsecondary students, although most secondary students were not given instructions for the strategies used. Calls for further…

A study was conducted to determine whether high and low ability comprehenders would benefit from induced lookbacks over naturally occurring text. Subjects were 64 tenth grade students selected on the basis of how their self-perceived proficiency matched their actual reading achievement as measured on a standardized test. The subjects were randomly…

A cyclical plan for studying that takes into account information processing strategies and their effective management by students consists of (1) specifying study purposes, (2) previewing the materials, (3) proceeding through the task incrementally, and (4) connecting the content to be learned to other knowledge about the material studied. Setting…