Offers a humorous perspective on being a proponent of the whole language approach to reading instruction in the face of those who favor phonics and specific skill instruction. (SRT)

Discusses the dilemma concerning whether students should be taught specific knowledge or strategic knowledge. Focuses on E. D. Hirsch's position in his book "Dictionary of Cultural Literacy" and a synthesis position presented by David Perkins and Gavriel Salomon in several articles. Argues that students need both specific and strategic…

Continues the discussion on specific and strategic knowledge begun in last month's column. Argues that while reading teachers have not "wrapped up" the process of teaching reading strategies or content area reading, there are signs of progress. Argues that not all approaches to strategy instruction work for all students or all teachers.…

Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)

Draws a humorous analogy between the Harmonic Convergence ushering in the dawn of the New Age and the convergence of a whole set of different views of reading instruction with established views and practices. (RS)

Advocates (in a humorous style) the teaching of specific reading skills. (NKA)

Marginal and other intratext notations (gloss) can be used as an instructional technique to direct readers' active attention to (1) places in text where the application of specific skills would be appropriate (either for teaching or for encouraging the application of specific skills), (2) instances where a particular strategy could be useful for…