Research methodology on reading improvement should focus on the processing of stimuli and experience of content rather than on simple models of reading using eye movement, silent speech, perceptual span, reading ability and visual ability as explanatory concepts. (MKM)

Examines the skills readers bring to the reading act, the print requirements of social studies textbooks, why breakdowns in learning sometimes occur during reader interactions with text, and possible solutions. (SR)

Describes a college reading rate improvement course in which students review reading research regarding the variables involved in reading and explicitly analyze their own reading behavior. Argues that students aware of their own reading behavior can better plan their reading assignments. (RS)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (JT)

Describes sentence collecting, an activity in which students do outside reading that may include content area textbooks, and bring to class interesting sentences found in their reading. Maintains that sentence collecting helps to model reading as a dynamic cognitive and social process in which readers participate actively. (SR)

Emphasizes that since adults seek basic reading instruction for a variety of reasons (e.g., to further job status, to improve skills for their children's sake), planning programs should provide theory-based instruction that focuses on learner needs. (NKA)