Suggests ways for adapting Survey, Question, Read, Recite, Review (SQ3R) to help students read music in an instrumental music class. (MM)

Includes the following short articles describing teaching techniques: (1) "S-RUN: Beyond SQ3R" (Nancy S. Bailey); (2) "Read-React for Unique Responses" (Barbara Zynda); (3) "Use a Literacy Van"; and (4) "Summaries Improve Comprehension" (Milford A. Jeremiah). (MM)

Considers ways to involve readers in "essential reading" in which students learn to discover the meaning of text and to determine the author's intentions. (MG)

Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Presents a letter written to a parent (concerned about her poor reading comprehension), which outlines some strategies to do before reading, during reading, and after reading to improve comprehension. Notes that the letter has been useful with parents and with reluctant teenage readers. (SR)

Responds to letters from readers in response to recent "Research" columns. Deals with the issues of learning disabilities, whole language approach, the "skills" perspective, junk food textbooks, and punctuation. (RS)

Presents reading strategies which use "flag words" (enumerative, superlative, transitional, and other flags) to help students identify, extract, and organize important information from text. (SR)

Discusses teaching strategies to present the two most basic ways of organizing information about a steady state phenomenon: pictorial knowledge models and diagrammatic knowledge models. Presents ways of organizing these types of information according to known points of reference and observation. (SR)

Describes a word analysis procedure for college developmental readers in which an unfamiliar word is written on the board, suffixes and prefixes marked off, and familiar related words offered as clues. Notes that students must use a similar procedure throughout the term in identifying how they analyzed unknown words. (RS)

Presents four groups of economical and compatible comprehension strategies that teachers can use to help disabled readers become independent, strategic readers. Explains each of the four strategy families, offers recommendations on how to teach them, and provides research support for their effectiveness. (RS)

Describes how to motivate middle school readers by using story flow chart organizers. Provides a sample story flow chart for "The Long Way Around" by Jean McCord. (MM)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Describes several mental theater exercises that act as a powerful antidote to the confused helplessness that remedial readers often endure. Suggests that these exercises help students to learn new ways to achieve control over their own mental processes during reading. (SR)

Presents a six-step reading/study skills strategy which helps students learn how to approach a new text. (SR)