Discusses (1) paired storytelling in an English-as-a-foreign-language setting; (2) a state survey of computer usage in adult literacy programs; (3) using cooperative learning in teaching content reading; (4) learning-disabled students and the SQ3R formula; and (5) five rules for making collaborative learning effective. (SR)

Points out some problems with the comparison of the Japanese and American education systems contained in "Japanese Education Today" and notes that its content seems carefully chosen to bolster the advice in another recent United States government publication, "What Works." Concludes that no educational system is perfect. (SKC)

Describes the following steps in an approach to writing research reports in which students work in teams, with systematic guided practice: (1) topic selection, (2) planning, (3) researching the topic, (4) organizing, and (5) writing. Includes pointers for implementation. (JD)

Explains how to ask questions that will help students focus on structure and better understand expository text. Notes that because students must make both internal and external connections to text structure, teachers should ask questions which prompt students to identify the relationships among ideas in a text so that meaningful learning can…

Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Provides a teacher study questionnaire and tables for two follow-up studies (observational and field) investigating questions of improved achievement through unit construction and increase in the likelihood of teachers employing reading and writing instruction. Concludes efficacy of units on teaching techniques. (JK)

Focuses on seven errors made by teachers of remedial reading in elementary, middle, and junior high school programs. Suggests corrections and acknowledges teachers who treat reading as a skill that can be learned and refined through reading. (JK)

Compares a real world model of literacy instruction (where reading is an integral component of everyday functioning) with actual classroom instruction to suggest that, at least in some content classes, this model is not operative. (NKA)

Traces a project that investigated the connection between reading and writing with oral language experiences such as oral history and folklore. (NKA)

Explores briefly the New Criticism that dominated literature instruction until recently and then provides an overview of reader response theory and how response approaches can be used in the classroom to enhance reading. (NKA)

Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)

Provides suggestions for teaching multisyllable words to remedial readers, incorporating romantic fiction into a reading program, and using content writing activities in a biology class. (HOD)

Explains a five-step study strategy (PORPE) that can be used in any content area: Predicting potential essay questions to guide subsequent study; Organizing key ideas using own words; Rehearsing the key ideas; Practicing the recall of the key ideas in self-assigned writing tasks; and Evaluating the completeness, accuracy, and appropriateness of…

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)