Introduces a special section of this journal devoted to discussing the implications for secondary schools of understanding reading comprehension as a social act. Argues that, to be effective, comprehension instruction in middle and secondary classrooms must accommodate the particular influences of particular sociohistorical contexts on reading…

Uses the Socratic method as a point of departure and suggests steps that teachers can take to teach students how to formulate their own questions for better comprehension ability. (JK)

Presents the ideas of three people highly visible in the field of reading, each of whom holds different views about reading and reading instruction, in an effort to help teachers clarify their own thoughts. (FL)

The author makes a case for replacing the traditional English term paper with short repeatable research assignments as a better way of developing students' reading comprehension and self-management skills in the writing process. He appends a sequential task outline for the stages of a research assignment. (SJL)

Discusses why listening is important in school communication. Provides an overview of common barriers to effective listening and a synthesis of what can be done to improve listening skills. (SRT)

Presents specific information to help teachers give clear and precise directions. (SRT)

Discusses the effects of a sustained silent reading (SSR) program on school administrators, teachers, librarians, and the students. Offers suggestions on setting up an SSR program. (SRT)