Describes a strategy called "Book Club" used with college developmental students through which students come to understand that when they invest something of themselves in the texts they read, the rewards are considerable. (SR)

Describes three metacognitive abilities important for learning: self-knowledge, task knowledge, and self-monitoring. Identifies six metacognitive characteristics that separate proficient readers from less effective readers. Lists five principles on which independent learning is based. (RS)

Discusses the dilemma concerning whether students should be taught specific knowledge or strategic knowledge. Focuses on E. D. Hirsch's position in his book "Dictionary of Cultural Literacy" and a synthesis position presented by David Perkins and Gavriel Salomon in several articles. Argues that students need both specific and strategic…

Argues that summaries are useful before, during, and after reading to help students become strategic readers. Discusses classroom applications of chronological and problem-solution "frames." (RS)

Asserts that students should be encouraged to be risk takers and derive their own meaning from expository text. Discusses the impact of several reading strategies on the reading attitudes and classroom performance of college-level developmental readers. (PRA)

Presents an inventory intended to make junior high through college students think about what they do while reading and help them become aware of metacognitive strategies. Suggests that the inventory may provide teachers with at least some basic ideas of what their students know with respect to achieving higher levels of comprehension. (RS)

Discusses the use of a "reflection guide" designed to help students increase their comprehension and recall of a textbook chapter. Notes that the guide is especially useful if students are asked to read a chapter to obtain background for a class discussion. Includes a sample completed reflection guide. (RS)

Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)

Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)

Describes a generic planning frame for a five-step strategic reading lesson that can be implemented with little or no preparation and, thus, is ideal for substitute teachers. (SR)

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

Praises Peter Johnston's thoughtful, constructive use of the term dyslexia in his article that appeared in the May 1985, "Harvard Educational Review." (HOD)

Describes a reading comprehension strategy--Prepare, Structure, Read, and Think (PSRT)--designed for subject area lessons that use expository textbooks. Presents a generic guide for planning and conducting a lesson based on PSRT. (MM)

Investigates how 10 proficient Taiwanese English-as-a-foreign-language college readers employ intertextuality as a constructive strategy to comprehend and interpret literary texts. Finds four intertextual patterns: storying, integrating, evaluating, and associating. Argues that the more students can link their previous literacy experiences, the…

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)