Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

Explains how the SQ3R methods of reading textbooks was used to teach the writing of a research paper and tells of eighth grade remedial readers creating their own trivia game. (HOD)

Argues that carefully selected, adolescent novels can foster young people's moral development and describes the four essential characteristics such books should display: a moral dilemma, identified alternatives, moral reasoning, and a moral decision. (HOD)

Teachers share learning activities and experiences that involve the writing of letters of famous people, the value of American literature in Nigeria, and the manipulation of expository prose through writing exercises. (HOD)

Reports on research showing that the use of a process-oriented writing program did not improve students' reading ability. (DF)

Describes the Vocabulary Self-Collection Strategy, a strategy that differs from traditional instruction through its use of student generated word lists and its emphasis on students' personal experience and world knowledge. (HOD)

Using evidence drawn from classroom observations of grades eight and 11, the article addresses the question: If content area teachers are not implementing the methods that reading educators suggest, what are the characteristics of existing instruction? (HOD)

Analyzes the research on how readers use text patterns to understand writing and identifies five text patterns found in both school texts and work texts. (HOD)

Discusses the job-related factors that may make remedial reading teachers more susceptible to professional exhaustion. Lists ways in which supervisors can help teachers cope with burnout. (HTH)

Reports on a study that compared the use of the cloze procedure with an oral reading test to assess students' reading abilities, concluding that teachers could use cloze to place students in content area textbooks.(HOD)

Discusses details for establishing and evaluating student directed reading groups. (HOD)

Offers teaching techniques and strategies for assisting remedial readers with word meanings and categorizing, junior high school students with vocabulary development, and middle grade students with letter writing. (HOD)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)

Describes a systematic approach to reading instruction with gifted students that increases their reading ability and broadens their interests. (AEA)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)