Research suggests that there are three subgroups among poor readers, each with different patterns of skills, and that diagnosticians should look for an imbalance of skills, rather than any set assortment of strengths and weaknesses. (MKM)

Compares freshmen students' perceptions of their reading abilities with their actual abilities and their cumulative grade point averages. Concludes that students' perceptions of their abilities were independent of their actual reading abilities and students with the least accurate perceptions had the lowest cumulative grade point average after one…

Describes an effective literacy program in two hospitals, which benefited both the employer and employee by empowering participants to solve problems, think critically and creatively, and make decisions. Discusses criteria for effective workplace literacy programs, the program's framework, and program evaluation. (RS)

Argues that poetry can enhance the reading and writing skills of poor readers, while it helps them develop confidence with language. Shows how poetry can work in an Adult Basic Education literacy class, by looking at the writing of one particular student. (SR)

Investigates the effectiveness of study guides (called Expository Passage Organizers) in improving sixth graders' reading and writing. Finds that such study guides, which highlighted the structures of textbooks, made a significant and positive difference in reading and writing performance. (SR)

Presents an annotated list of sources of tried-and-true activities that will help to put teachers on track with content area instruction. Intended as a resource for high school reading specialists who need to persuade content area teachers of the value of new and different instructional strategies. (SKC)

Describes a technique using expository text structures and graphic organizers as the basis for taking notes from content area texts. This technique can be transferred to notetaking during lectures. (RS)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

Proposes that by focusing on comprehension and schema development rather than skill and drill, secondary and college level reading instructors can promote more meaningful reading. (HOD)

Reports on a study that examined whether students' comprehension and recall of an expository passage would improve if they were given information about the organization of the passage before they read it. (HOD)

Surveys some of the research concerning underlining and notetaking and draws from it some suggestions for using the two study techniques in the classroom. (FL)

Examines the state of reading in the secondary schools, reviewing ERIC documents on content area, developmental, and remedial programs. (RB)

Offers comments and suggestions for making reading comprehension test questions dependent on the material read and not on general knowledge. (MS)