Outlines instructional activities for developing three subsets of metacognitive awareness--task awareness, strategy awareness, and performance awareness. Argues that students will be effective and efficient learners only by knowing what to study, how best to study it, and whether it has been learned. (RS)

Recommends teaching both mental imagery (an unobtrusive, natural text processing strategy) and summarizing (an efficient text reorganization strategy) to students who do not spontaneously use them. (NKA)

Determined the strategies adults used as they read. Results revealed two stages of reading development: (1) a reliance equally on print and language based strategies with no integration of the two, and (2) increased ability to use language knowledge to integrate and predict as they read. (SRT)

Examines some recent ERIC materials on comprehension processes and on how teachers can improve students' awareness of comprehension or metacomprehension. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Discusses how content area reading strategies are particularly well-suited to developing cross-cultural understanding in both minority and mainstream culture students. Presents and compares strategies devised by secondary school teachers in rural Alaska to demonstrate how some teachers are already promoting cross-cultural understanding in their…

Describes four basic features that distinguish narrative from expository discourse and suggests that teachers who recognize those differences can guide their students to use reading strategies appropriate to particular text structures. (HOD)

Examines whether paragraph dominant readers at the fifth, eighth, and eleventh grade levels would outscore word dominant readers when tested on their ability to use context clues to determine word meaning. Concludes that this was true only for fifth grade paragraph dominant readers. (FL)

Reviews the origins of melodrama, essential components for instructional purposes, and key elements that help melodrama succeed. Suggests methods for implementation of content-focused melodramas in history classes and methods to evaluate student understanding of the content. (RS)

Presents a dynamic reading assessment procedure (DAP). Argues that the procedure is particularly valuable for use with at-risk learners because both cognitive and affective variables are assessed. Notes that the readers' strategy use and knowledge, as well as their adaptability and attitude toward reading instruction, can be determined. (RS)

Describes how a teacher used a reading strategy called "Intuitive Reading" to dramatically improve the reading skills of four learning-disabled high school students. (PRA)

Describes an effective literature circle program from Australia that widens secondary school students' horizons. Suggests that they bond together as a community of readers as they develop new reading strategies and a positive attitude about reading. (SR)

Sums up new integrated approaches to teaching reading that are needed to help troubled college readers cope with advanced academic material. Presents two case studies that show how these approaches can work with very different at-risk students. (RS)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

Argues that remedial reading programs should be included in the core curriculum where it can support and expand subject area learning. (NKA)