Presents ways that the learning of text structure can occur naturally for adolescents in a whole language framework. Offers five global contexts in which conceptualization, communication, collaboration can occur to help students use language and understand how text is organized. (RS)

Describes a method of assessing students' actual reading processes, allowing teachers to suggest and model strategies for overcoming reading problems. Reports that the model works well with remedial readers in an individual setting and could be applied, with modifications, to a group of students. (RS)

Describes a game that helps middle grade students develop awareness of the five major ways authors present and tie content information together. (SR)

Discusses how two questionnaires helped a middle school teacher find out what strategies her students used to choose books and whether they were making successful choices. Presents teaching suggestions based on the results of the questionnaires. (SR)