Reviews past research and cites new research which suggest that subscores on reading comprehension tests really test the same thing and thus are not useful for diagnosing ability in skill areas. (MKM)

Introduces a modular reading program for teaching remedial and college level reading courses which takes into consideration that people have different learning rates and styles. (MB)

Describes the Johari Window, a specialized questioning strategy for the study of characterization in fiction. Asserts that this method promotes classroom discussion, provides motivation to analyze a character in depth, develops students' empathy for a specific character, and encourages inferential thinking. (MM)

Advocates (in a humorous style) the teaching of specific reading skills. (NKA)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Proposes an instrument that should help teachers and administrators monitor instructional reading practices and abilities in the content area classroom. (HOD)

Describes a planning model (PLAE--preplan, list, activate, evaluate) that provides a practical and flexible guide in how to determine one's own learning tasks, how to select and schedule the most appropriate study strategies for those tasks, and how to activate and evaluate a plan in terms of its efficiency and effectiveness. (HOD)

Suggests that teachers who use strict cloze tests to diagnose and teach the use of context clues should warn students to expect only 40 to 50 percent correct answers. (AEA)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Reports on a summer school program successful in improving academic achievement of average seventh graders retarded in reading; emphasizes diverse reading, writing, and study skills needed for traditional subjects. (Author/RB)

Describes the problems facing developmental reading instruction in Nigeria, their causes, and possible solutions. (AEA)

Reviews reading problems encountered in industrial arts courses and provides suggestions for how to deal with them. (MKM)

Defines the issues involved and surveys the major literature concerning the relationship between listening and reading comprehension. (Author/JT)