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)

Shows how a number of readability measures developed in English were applied to a textbook written in Hindi. Emphasizes that the more recent approaches to readability that focus on syntax, conceptual difficulty, and organization are a teacher's best help in selecting materials for students. (SR)

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)

Discusses a variety of software programs which will assist middle school through college teachers in teaching text structure to their students. Notes that these programs represent a departure from traditional programing style--they allow the person who uses information technology to combine the roles of producer and consumer. (RS)

Describes a game that helps middle grade students develop awareness of the five major ways authors present and tie content information together. (SR)

Discusses how two questionnaires helped a middle school teacher find out what strategies her students used to choose books and whether they were making successful choices. Presents teaching suggestions based on the results of the questionnaires. (SR)

Describes a methodology for teaching the complex prose structures common to nineteenth- and twentieth-century literature. Identifies modifying structures, conditional structures, and periodic sentences as stumbling blocks for students. Argues that students should be taught the effect of these structures on the meaning of both the sentence and the…

Examines the postsecondary research base for content area reading strategies. Compares findings to earlier studies of secondary schools. Finds semantic mapping and graphic organizers were more effective for secondary than postsecondary students, although most secondary students were not given instructions for the strategies used. Calls for further…

Examines the theoretical and research perspectives (including metacognition, schema theory, and text structure) related to the direct instruction of comprehension at the college level for developmental readers. Concludes that many such strategies are not grounded in solid research bases and recommends that future research focus on the…