Offers an explanation of metaphor comprehension and the processes of comparison it entails. Describes a strategy that focuses on the processes of comparison, intended for regular students in junior high school or gifted middle school students. Presents segments of an actual lesson illustrating the strategy. (JK)

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Recommends teaching both mental imagery (an unobtrusive, natural text processing strategy) and summarizing (an efficient text reorganization strategy) to students who do not spontaneously use them. (NKA)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Discusses (1) strategies that make learning disabled adolescents independent in subject area classrooms, (2) the use of medieval rhetoric to help modern students expand their writing, and (3) students' opinions of sustained silent reading. (NKA)

Describes the main components of a structured program of word attack for students who have difficulty recognizing long words, noting that the most essential component of the program is a set of rules for predicting pronunciation. (HOD)

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

Offers suggestions for: (1) using new question strategies for improving students' reading comprehension; (2) using the novel "Clan of the Cave Bear" (by J. Auel) in a college developmental reading course; (3) using "Writing Your Way" (by P. Stillman) to encourage a love of writing in junior high and high school students. (SKC)

Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)

Suggests linguistic guessing strategies designed to help older students with reading problems. (FL)

Describes a four-step instructional process that helps middle and secondary students become actively involved in their reading and provides a structure for main idea development in reading and writing. (HOD)

Considers cooperative reading and study groups and suggests activities designed to enhance individual learning and study skills for such groups. (NKA)