Describes a four-step instructional process that helps middle and secondary students become actively involved in their reading and provides a structure for main idea development in reading and writing. (HOD)

Compares twelfth-grade students' performance on the Scholastic Aptitude Test (SAT) with their performance on the Metropolitan Achievement Test 1: Reading Survey or the Degrees of Reading Power Test, concluding that the findings challenge the notion that low SAT scores indicate a lack of basic reading skills. (HOD)

Describes a prototypical adjunct reading program which was used for two summers with high-risk students about to enter a private, medium-sized university. The program, "Strategies for Learning," provides instruction in 14 specific strategies for comprehending college texts, understanding course syllabi, taking notes, and organizing…

Reviews a secondary school version of the Test of English as a Foreign Language (TOEFL) that focuses on two of the primary language skills: listening and reading. Subtest includes a variety of tasks measuring semantic, syntactic, and higher-level reading comprehension abilities. (NKA)

Examines the changes made in the Nelson Reading Skills Test, Forms 3 and 4, noting that the authors of the revised test have strengthened the test by requiring students to define words in context and by adding sections related to phonic skills, word parts, and reading rate. (HOD)

Describes a course in which a modified version of the Whimbey technique was used to teach verbal reasoning and vocabulary skills to minority high school students. (DF)

Considers cooperative reading and study groups and suggests activities designed to enhance individual learning and study skills for such groups. (NKA)

Surveys university-based reading clinics and their potential for research leadership. Recommends that graduate programs of reading/language arts examine the consistency between the clinical component and the developmental coursework of their degree programs. (ARH)

Discusses possible causes of the lack of good reading and study skills among U.S. secondary school students. Describes several techniques for improving these skills. (ARH)

Describes the fundamentals of reader response theory, focuses on the aspects most relevant to reading instruction, and presents a method of teaching using reader response as a vehicle for improving student ability to learn from text. (NKA)

Describes a one-semester ninth grade developmental reading class that includes speed reading, study, and test-taking strategies. Provides a rate building and study skills bibliography. (HOD)

Describes the lack of substantial knowledge base about the nature of adult reading schemata and adult skill acquisition processes, posits reasons for the lack, and points out areas in adult reading that need to be addressed by researchers, such as materials, programs, and instructional methods. (SKC)

Offers tips and suggestions to teachers wishing to engage later elementary and adolescent students in storytelling and oral reading. Indicates how these activities can increase students' reading motivation and improve their language and learning skills. (HOD)

Proposes that secondary school literature teachers specify goals for students and teach students to ask themselves a series of broadly applicable questions to focus on literary content. (NKA)

Reveals the phases through which an apathetic eighth-grade class of poor readers went on their way to becoming active learners. The phases included: (1) discussing attitudes and goals; (2) positive environment; (3) sharing literature through oral reading; (4) reading for an audience; and (5) active learning. (SKC)