Describes six myths about reading which often result in poor reading habits and inability to complete assigned readings. (RB)

Discusses comments about and responses to an article on semiotics by Donald J. Cunningham in the June 1992 issue of the "Educational Psychology Review." Discusses the semiotic method of juxtaposition, juxtaposing a menace being posed to reading teachers with the menace experienced in W. W. Jacobs' classic ghost story "The Monkey's Paw." (SR)

Provides a facetious look at the declining literacy rate by using a fairy-tale motif to ridicule some of the current practices that are intended to solve the reading problem in the nation's schools. (RB)

Presents an inventory intended to make junior high through college students think about what they do while reading and help them become aware of metacognitive strategies. Suggests that the inventory may provide teachers with at least some basic ideas of what their students know with respect to achieving higher levels of comprehension. (RS)

Reviews the literature in the Educational Resources Information Center (ERIC) on college reading programs. (RB)

Discusses the problems associated with teaching developmental reading in a four-year college with an open enrollment policy and suggests a method to get the students interested. (RB)

Discusses the types and functions of graphic displays found in textbooks, whether they facilitate learning, how well students read graphic displays, and what classroom teachers can do to help students read and interpret graphic displays. (SR)

Discusses the rationale and technique for using subtitled foreign films with an integrated language approach in a developmental college reading class. Reports student attitudes. Shows that the subtitled films motivated students to read, gave them good time on task, and improved their knowledge of other cultures and eras. (SR)

Presents a strategy training framework called SCROL (Survey the headings, Connect, Read the text, Outline, and Look back) for helping at-risk college-age students use text headings to improve comprehension. (SR)

Describes how students in a history course for developing college readers assumed the investigatory role of a parliamentary committee to study the impact of industrialization in nineteenth-century Britain. (SR)

Presents a framework for teaching the use of context clues in reading which contains 15 strategies (6 syntactic clues and 9 semantic clues). Notes teaching suggestions. (SR)

Describes Book Dialogues, a teacher-student activity intended to help students learn to summarize, interpret, and evaluate materials they have read. (SR)

Describes how a course of pleasure reading (reading romance novels) improved the reading ability of three female foreign students to the point where they could with confidence handle university-level textbooks in their fields, which previously had led the students only to frustration. (SR)