Presents a framework for teaching the use of context clues in reading which contains 15 strategies (6 syntactic clues and 9 semantic clues). Notes teaching suggestions. (SR)

Describes the Thesis Analysis and Synthesis Key (TASK), a strategy which helps high school and college students to think through the elements of an argumentative essay, and to write more convincing arguments themselves. (SR)

Discusses ways a middle school reading specialist worked with fellow faculty members to promote reading strategies for independent reading in all content areas. (SR)

Uses the example of SQ3R (Survey, Question, Read, Recite, and Review) to demonstrate how knowledge of the relationship between theory and practice makes reading and study skills instruction more meaningful. Notes that this awareness also enables teachers to modify various skills to meet student needs. (MM)

Draws a humorous analogy between the Harmonic Convergence ushering in the dawn of the New Age and the convergence of a whole set of different views of reading instruction with established views and practices. (RS)

Reviews relevant research in reading comprehension strategies and cooperative learning methods. Describes reading strategy groups as an approach for content area instruction, along with practical suggestions for implementation. (JD)

Discusses the use of the Study Skills Questionnaire to help college freshmen increase their knowledge of their own study strategies, including the ability to think on different levels, their task completion strategies, and the use of study aids. Suggests college faculty use results of the questionnaire to adjust teaching methods to student needs.…

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Examines ways to overcome the skills approach to reading instruction. Shows how to adapt typical skills lessons for use as strategy lessons based on a socio- and psycholinguistic model of reading. Presents two adapatations of skills lessons. (FL)

Offers three explanations for why students lack the strategies for independent learning and follows that with five practical recommendations for improving study strategies. (HOD)

Gives teachers guidelines for preparing gloss notations focused to help readers develop specific reading skills and strategies. (AEA)

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Examines the extent to which reading research supports the comprehension and vocabulary strategies recommended in content reading methods texts. Concludes that more of the research finds the strategies to be effective than finds them ineffective. (MM)

Describes a method of assessing students' actual reading processes, allowing teachers to suggest and model strategies for overcoming reading problems. Reports that the model works well with remedial readers in an individual setting and could be applied, with modifications, to a group of students. (RS)