Describes teaching an approach to clarifying relationships among ideas in texts (based on S. Toulmin's model of argument analysis) which helps students move from teacher-directed classroom reading to independent self-monitored comprehension. (SR)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Describes an activity (the first assignment in a graduate reading course for teachers) which provides teachers with the opportunity to develop awareness of their own reading processes by thinking aloud about the strategies they use when reading texts that are difficult for them. (SR)

Advocates (in a humorous style) the teaching of specific reading skills. (NKA)

Reviews current approaches to the assessment of the great variety of retellings encountered by teacher and tutor. Proposes a set of three criteria by which teachers can judge whether approaches to retellings developed by researchers are likely to be useful in classroom settings. (JK)

Presents guidelines that enable classroom teachers to help mildly handicapped students develop two types of text lookback strategies and offers a series of explicit teaching activities that emphasize direct, student-centered instruction. (HOD)

Describes an approach that teachers can use to gain information about particular difficulties students have with their reading and to develop strategy lessons to help overcome these problems. (AEA)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Presents an annotated list of sources of tried-and-true activities that will help to put teachers on track with content area instruction. Intended as a resource for high school reading specialists who need to persuade content area teachers of the value of new and different instructional strategies. (SKC)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

Presents a satirical view of the current literature on reading. Suggests that reading therapy inundates the student with theoretical constructs. (ARH)

Describes a metacognitive approach to improving vocabulary. The method trains students to establish a network of relationships among words and relate the words to personal experiences. (HOD)

Proposes that by focusing on comprehension and schema development rather than skill and drill, secondary and college level reading instructors can promote more meaningful reading. (HOD)

Describes a textbook study system designed for math or applied math courses in which students focus on solving problems, consulting the textbook and reading for well-considered purposes. (AEA)

Discusses reader, text, educational context, and teacher variables related to comprehension instruction for at-risk students. Discusses seven research-based, constructivist teaching practices that require teachers and students to work together to ensure that students internalize rules and strategies for making meaning. (RS)