Describes the Thinking Network approach and the cognitive mapping strategy used in a rural Mississippi school district to increase students' content acquisition and theme conceptualization of textbook units. Notes that the district's pass rate for state-mandated written communication, reading comprehension, and written essay tests dramatically…

Discusses a variety of software programs which will assist middle school through college teachers in teaching text structure to their students. Notes that these programs represent a departure from traditional programing style--they allow the person who uses information technology to combine the roles of producer and consumer. (RS)

Examines the problems in initiating schoolwide reading reform. Argues for the formal establishment of a reading improvement team to negotiate and collaborate on long-range initiatives to improve reading instruction districtwide. Concludes that improving reading instruction is an ongoing, developmental, adult-learning process that requires a…

Describes a Coordinators Applying Whole Language (CAWL) group that provides a way for reading coordinators in a number of school districts in a metropolitan area to support each other. Argues that reading supervisors can influence classroom reading and writing instruction among local school districts. (RS)

Argues that classroom research helps teachers (1) explore in a focused way what works with their students; and (2) discover if a problem will be solved by changing the classroom environment. Presents examples of classroom research. Describes procedures for conducting classroom research. (RS)

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)

Surveys preservice teachers' attitudes toward content area reading. Concludes that although misconceptions about content reading instruction are prevalent among preservice teachers entering a content area reading course, research showed that most students no longer exhibited those misconceptions when they left the course. (MM)

Describes a project in which student teachers and staff from the entire Springfield, Missouri School District wrote and published a 160-page book during the 1992-93 school year, with funding support from the private sector and with enthusiastic support from families and the community. (SR)

Offers a model for critical dialogue, an approach which uses students' background knowledge and experiences to build basic and higher order thinking skills needed to learn content. (PRA)

Discusses problems teaching counter-intuitive scientific concepts. Discusses implications for science instruction. Describes three activities that challenge students' misconceptions. (RS)

Identifies the positive uses of cross-national comparative reading (literacy) research. Describes the common problems associated with the interpretation of comparative reading data. (SR)

Documents the differences in language acquisition and school achievement between Finnish- and Swedish-speaking students in Finland's comprehensive school systems. Discusses the need for language maintenance and enrichment measures in both out-of-school and in-school environments. (SR)

Reviews selected studies on cultural variation of classroom discourse. Recommends principles for using authentic talk and literacy instruction in culturally diverse schools. (SR)

Describes an adjustment factor which makes readability formulas more accurate. (RB)

Describes an analytical approach to making judgments about public issues which can be used in critical reading and decision making. (MKM)