One way of helping learners to develop knowledge, skills, and predispositions essential for independent learning is by teaching reading in content areas to help learners acquire the necessary strategies to use reading and writing to gain new knowledge. Conent area texts pose differing demands because each body of knowledge has its own framework…

Text analysis systems, imposing coherence measures derived from the reader's and writer's notions of how a text functions in communication, produce descriptions of texture, or the totality of cohesive ties in a text. The question is if cohesion analysis, more than offering a linguistic description of text, can serve as a psychological model of…

If people can evoke mental images when listening to a story, they can extend the process by turning words on a printed page into speech and evoke images for the "speech on the page." This is an exercise for reading comprehension that does not come naturally but can be worked on deliberately. A few moments of self-observation, when…

What whole language is and is not, what whole language instruction is and is not, and whether "subskills" can be integrated into a whole language approach are topics worthy of consideration. Whole language is natural language within a given context and in relation to a given situation. Isolated bits of language used for exercise rather…

Suggests that teachers should foster situations where text, readers, and teacher can meet in collaborative ways. Identifies four reading research categories focusing on different contexts that surround the reading act. (MM)

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

Reviews current approaches to the assessment of the great variety of retellings encountered by teacher and tutor. Proposes a set of three criteria by which teachers can judge whether approaches to retellings developed by researchers are likely to be useful in classroom settings. (JK)

Maintains that there is a discrepancy between the ways children acquire language and the ways they have been taught reading skills in school, referred to as "The 180 degrees Syndrome." Attempts to promote more language-conscious reading instruction by describing five examples of the syndrome and suggests remedies to alleviate its symptoms.

Focuses on three ideas pertaining to modeling and thinking aloud, presents examples of how the processes can be applied to teaching both text comprehension and study strategies to college developmental readers, and discusses reasons for using modeling and thinking aloud in the classroom. (FL)

The author suggests a broad framework for thinking about relationships between reading and writing growth. He discusses environmental factors, knowledge that facilitates growth, strategies used to initiate writing or reading, strategies used during writing and reading, monitoring outcomes and breakdowns, and implications for instruction. (CT)

Describes the basic components of Iser's theory, then suggests ways to get students to interact with texts. (FL)

Concludes that prediction making should not be used solely as a teaching strategy, but also as a learning strategy. (FL)

Provides a look at primary grade children's abilities, inabilities, and requirements to use phonics as a beginning reading strategy and suggests a model that facilitates children's application of phonics while reading. (FL)

Reports that after more than 50 years of argument as to whether children should be taught the names of letters as part of learning to read, American researchers have begun to suggest that letter name instruction and phonics instruction interact for better learning. (FL)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)