Describes the use of reading sheets--a single piece of paper where the student notes pages read, date, and a three-line summary of that day's reading--in conjunction with sustained silent reading. (SR)

Provides examples of using the Directed Reading Activity as a framework for teaching students to comprehend literary text at varying levels of response. (HOD)

Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Presents an excerpt from Katherine Neville's best-selling novel "The Eight," and discusses how the excerpt could be used in a mathematics class. Includes possible class activities and reading and writing assignments. (SR)

Introduces the FLIP (Friendliness, Language, Interest, Prior Knowledge) framework to help middle and secondary students examine their reading assignments and develop appropriate plans of action. Includes a rationale for the framework, a description of it, and suggestions for classroom implementation. (SR)

Presents a compilation of strategies, exercises, and ideas that have been most helpful with students receiving private tutoring on the verbal portion of the Scholastic Aptitude Test (SAT). (RS)

Discusses why time planning is important for middle school readers. Outlines the steps in effective time planning. Describes how to help students apply time planning techniques. Presents evidence of the effectiveness of this planning program. (SR)

Suggests that giving disabled readers assignments that involve a purpose and make reading secondary improves motivation and ability. (AEA)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

Describes activities that use jigsaw puzzles for vocabulary building and positive reinforcement and in-class book publishing to motivate high school remedial readers. (AEA)

Describes a lesson design facilitating students' comprehension of human beliefs and behaviors indigenous to foreign cultures, and making culturally implicit meanings explicit to learners in a different culture. Involves teachers and learners through reading and discussion of a story introduced with an advance organizer. (RS)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)

Describes the Dublin model, a program which uses thematic units or individualized reading assignments to focus on popular adolescent literature and includes projects that demonstrate students' comprehension of text. Discusses the formulation, implementation, and assessment of this program. (RS)