Features television program listings as an example of a document structure called "intersecting lists." Illustrates how intersecting lists provide a more efficient means for representing certain types of information than either prose or combined lists. (RS)

Reviews the fourth edition of the Analytic Reading Inventory (ARI). Notes the addition of suggestions for diagnostic interpretation and teacher interpretations. Finds the ARI to be a convenient yet reliable diagnostic tool. (RS)

Presents four groups of economical and compatible comprehension strategies that teachers can use to help disabled readers become independent, strategic readers. Explains each of the four strategy families, offers recommendations on how to teach them, and provides research support for their effectiveness. (RS)

Describes how Multiple Response Techniques (MRTs) can be used before, during, and after reading to help students better comprehend content material. Argues that MRTs enhance comprehension by engaging all students, focusing on students' strengths, training students in reflectivity and self-monitoring, and allowing the teacher quick evaluation of…

Discusses the use of Informal Reading Inventories (IRIs) in evaluating reading performance. Notes that although the IRI provides an in-depth evaluation of reading behavior, it should be used in conjunction with other information to assess reading ability. (MM)

Describes how to motivate middle school readers by using story flow chart organizers. Provides a sample story flow chart for "The Long Way Around" by Jean McCord. (MM)

Provides questions that help students focus on the significant differences between words when studying synonyms. (MM)

Reviews the major research on notetaking, the conclusions of these studies, and suggestions for the classroom. Argues that moderately hearing impaired students can take their own notes under certain circumstances and that severely hearing impaired students can use others' notes since review is the most important function of notetaking. (RS)

Discusses literacy in the author's own family and asks whether the term "family literacy" can really refer with any accuracy to any group of people or to any set of behaviors. Argues that literacy educators must resist abstractions and generalizations and focus upon the particularities that help shape the individual literacies of their…

Describes a hierarchy intended to interpret and promote students' aesthetic responses to literature. Finds that students in grades 7 through 10, in contrast to younger readers, have moved into reflective thinking and evaluation. (SR)

Advocates a strategy for developing students' ability to think critically by involving them in tasks with perceived conflicts and discrepancies, starting with ads for common products and moving on to news reports and variants of literature. (SR)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Asserts that students' inaccurate prior knowledge in science can hinder the learning process. Presents instructional strategies for elementary and secondary school students that have been proved effective by research, such as augmented activation activities, refutational text, nonrefutational text, and the discussion web. (PRA)

Asserts that picture books are a medium for all ages. Recommends several recent picture books and groups them under headings suggesting potential uses, with extra activities noted. (PRA)