Argues that, in the high school classroom, it may appear that much is being learned, but in the minds of pupils there is often considerable confusion as to the meaning of what they have read. Reports on a study that explored the nature of that confusion and discusses what can be done. (RBW)

Reports on research from New Zealand showing that both teachers and students benefited from a concurrent interview technique in which teachers try to discover what their students understand, or fail to understand, from the material they read. (HOD)