Concludes that (1) knowing whether we comprehend as we read is indispensible to the process of understanding itself; and (2) without self-monitoring, there can be little textbook learning and even less hope for informed participation in democracy. (FL)

Contributors suggest ways to improve students' (1) content area reading, (2) notetaking, and (3) book reports. (FL)

Differences in readers' perceptual style and conceptual temp may influence how they select, perceive, and organize graphic information for meaning. (RB)

Defines areas in which research is needed on the use of audiovisual materials in the classroom. (Author/KS)

Shows how well high school students use context clues to determine meaning while reading. (RB)

Offers suggestions to students for developing realistic approaches or attitudes to reading, thus making reading more meaningful. (TO)

Describes a reading program geared to meet the current needs and interests of inmates aged fifteen to 45. Also discusses implications derived from the program and of benefit to other reading instruction. (TO)

Explores factors that influence readability and a reader's ability to process information. (TO)

A study tests the hypothesis that knowledge of literary devices aids students in the interpretation of literature, and therefore, reading comprehension. (RB)

Demonstrates how teachers can bring poetry and students together, stressing those reading skills needed for an understanding of poetry. (RB)

Examines the efficacy of motivational conferences for problem readers in a secondary school situation. (RB)

Discusses documents in the ERIC system on reading instruction in the secondary school. (RB)