Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

Describes an all-school approach to developing reading and communication skills at a school for the performing arts in the Philippines. (MKM)

Five contributors separately discuss (1) a formula for describing the anticipatory process in reading; (2) a combined reading, writing, and comprehension exercise that proved popular with rehabilitation students; (3) an adult education project involving reports on recreational reading; (4) limitations of the Fry Readability Graph; and (5) a method…

Suggests reasons why a sustained silent-reading program failed to work at a San Diego high school. (JT)

Illustrates the importance of carefully interpreting reading test results. (JT)

Examines samples of classroom discussions about reading passages, showing how they can be student and text centered with the teacher operating as a careful facilitator. (JT)

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

Suggests that teachers must integrate the instruction of language and content if they wish to develop fully their students' cognitive abilities. (MKM)

Proposes that both formal and informal tests of literature comprehension at the secondary level should be congruent with the latest research on the dynamic complexity of reading comprehension. Provides a conceptual framework and literary examples on how to design "transformative" tests (learning activities used for the purposes of…

Presents four brief articles which describe (1) ideas for teaching vocabulary through cooperative learning; (2) ways to include discussion in sustained silent reading; (3) an artistic prewriting activity; and (4) the effects of background television viewing on studying. (RS)

Describes Note Cue, a strategy to help students participate in class discussions. Notes that this strategy is well suited to English-as-a-second-language (ESL) students, at-risk students, and culturally different students who may not be familiar with the subtle aspects of English. (RS)

Describes observations of a high school classroom and subsequent interviews with poor readers in the class to uncover their coping strategies. Argues that teachers who focus on effective instruction from only their own perspectives fail to appreciate the needs of unsuccessful readers. Concludes with recommendations for improving teacher…

Reports that there are few documents in the ERIC database concerning using computers as writing tools for gifted students and that the thrust of computer education for the gifted is toward developing abstract thinking only. Argues that more research is needed on classrooms for the gifted writer. (RS)

Describes an inservice workshop that shows teachers the difference between canned and creative classroom use of computers. Presents an exercise using freewriting, brainstorming, sequencing, and peer evaluation. (RAE)

Describes a methodology for teaching the complex prose structures common to nineteenth- and twentieth-century literature. Identifies modifying structures, conditional structures, and periodic sentences as stumbling blocks for students. Argues that students should be taught the effect of these structures on the meaning of both the sentence and the…