Explains why proficient readers may find it difficult to understand written directions. Indicates direct instructional strategies for helping such readers handle procedural text independently. (NKA)

Discusses content area concerns for secondary teachers. Presents two ideas to help teachers build the bridge from research findings to content classrooms: (1) an inservice plan that specifically teaches content teachers strategies which they, in turn, can use with students; and (2) the use of action research in the classroom. (JD)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)

Describes 10 ideas for using recitation to strengthen reading comprehension, including: (1) what did I just say? (2) one thing I learned today; (3) student-generated test questions; (4) guess what will be on the test; (5) where is it located in the book? (6) teacher show and tell; (7) inquiry training; and (8) what's the big idea? (SKC)

Outlines a process approach to teaching literature which focuses both on meaningful writing and on the ways students respond to what they read. Suggests that such an approach can create in students a life-long love of literature. (ARH)

Suggests linguistic guessing strategies designed to help older students with reading problems. (FL)

Recounts the use of: (1) a game of reading trivia to review a unit in reading, (2) a reading-related art activity that emphasized the importance of following directions, and (3) the assignment of a research paper in a remedial curriculum. (NKA)

Offers opinions on teaching reading in the content area, teaching vocabulary to precollege students, helping remedial readers interact with their reading, and evaluating teacher made tests. (SRT)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)

Relates the experiences, problems, and successes of using videotapes of movies to motivate remedial students in an urban high school to read and write. (HOD)

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

Describes a four-step instructional process that helps middle and secondary students become actively involved in their reading and provides a structure for main idea development in reading and writing. (HOD)

Reports on research from New Zealand showing that both teachers and students benefited from a concurrent interview technique in which teachers try to discover what their students understand, or fail to understand, from the material they read. (HOD)

Contributors suggest (1) ways for letting administrators know that teachers can be accountable for attending and participating in professional activities; (2) a schematic poster exercise for illustrating a newspaper index; and (3) titles of books helpful to teachers with limited English-speaking students. (HTH)

Offers examples of lessons in conflict in reading material that can lead students to read critically, to seek further reading, and to enhance their comprehension.(HOD)