Research indicates that incorporating both pre-reading and post-reading activities into the English curriculum contributes to a more successful reading experience for students of all ages and backgrounds. The primary advantage of using either (or both) strategies is that they actively involve students in what they are reading and studying, enhancing both comprehension and appreciation of what is being read. This topical bibliography and commentary discusses research that demonstrates the value and impact of these strategies and summarizes activities that stress active communication between the reader and the writer. (Contains 16 references and 6 Internet addresses.) (RS)