Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Presents ways that the learning of text structure can occur naturally for adolescents in a whole language framework. Offers five global contexts in which conceptualization, communication, collaboration can occur to help students use language and understand how text is organized. (RS)

Presents an activity used with ninth and tenth grade remedial readers which introduces the students to five patterns in writing that are common in textbooks: listing, sequence, cause-effect, problem-solution, and comparison-contrast. (PRA)

Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Describes how creative mapping (a pictorial version of semantic mapping) helps students organize or recognize organization in expository texts. (SR)

Describes a method of generating a flow chart which indicates the multiple cause and effect relationships in literature and content area texts. Argues that this teaching strategy aids in the comprehension of difficult text. (RS)

Describes a method of assessing students' actual reading processes, allowing teachers to suggest and model strategies for overcoming reading problems. Reports that the model works well with remedial readers in an individual setting and could be applied, with modifications, to a group of students. (RS)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Describes a technique using expository text structures and graphic organizers as the basis for taking notes from content area texts. This technique can be transferred to notetaking during lectures. (RS)

Discusses a variety of software programs which will assist middle school through college teachers in teaching text structure to their students. Notes that these programs represent a departure from traditional programing style--they allow the person who uses information technology to combine the roles of producer and consumer. (RS)

Describes a game that helps middle grade students develop awareness of the five major ways authors present and tie content information together. (SR)