Discusses possible limitations to the use of context for word learning (such as poor reading skills and text complexity). Recommends that content area teachers be aware of these limitations and provide specific instructions in determining word meaning from difficult contexts. (SKC)

Enumerates results of a study which asked graduate students and doctoral candidates to read in diverse content areas and to select main idea statements for text. Concludes that readers often made initial hypotheses about the main idea and used the main idea construction processes of listing, draft and revise, and topic/comment after the text had…

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

Draws from the work of J. Kinneavy to identify text superstructures that are considered organizational patterns within larger structures: literary, expository, persuasive, and expressive writing. (HOD)

Shares some of the improvements made on four study/learning procedures. (HOD)

Presents a reading strategy that helps math students choose the correct operation to solve a story problem by identifying verbal evidence. (AEA)

Presents a case study in which an adult student with prediction strengths needed graphophonic skills. Discusses two remedial strategies. (FL)

Illustrates how prediction can be used to improve content area reading, provides examples of successful prediction techniques, and encourages teachers to develop their own uses of prediction. (FL)

Describes a coding system to motivate and assess students' journal entries as they respond to books they are reading. Argues that coded journal entries are an effective means for diagnosing reading comprehension difficulties. Contends that coding journal entries permits the students to become more conscious of their reading processes. (RS)

Describes how one teacher became a risk taker and changed the English curriculum that was not working for her at-risk high school students. Describes a reading program which built on students' small successes, extended their personal interests through tradebooks, and provided them with reading strategies they could use in other classes. (RS)

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…

Describes a reading workshop for at-risk high school students that incorporates self-selected reading, journal responses, and minilessons about comprehensive strategies, authors, and writer's craft. (SR)

Examines volunteer tutors' use of the Paired Reading technique with adults. Although enjoyable and relatively effective, the technique needs improvement in order for long-term benefits to result. (ARH)

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)

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)