Reports findings of a survey designed to determine the most important changes that have taken place in reading education over the past 20 years and the people who have made the most significant contributions to the field. (FL)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Suggests that one way reading teachers can begin to familiarize themselves with content area texts is to create network diagrams or maps of the information. (HOD)

Provides a number of suggestions for teaching children often confused words. (FL)

Recommends instruction in rapid reading fo high school and college students and asserts that flexibility of speed and reasoning provide the foundation for effective rapid reading. Describes the components of rapid reading as orientation, selection, clarification, arrangement, review, and study. (RW)

Describes the four steps of critical reading adapted to the model of reading proposed by W. S. Gray: (1) the perception of the connotative power of words, (2) the comprehension of persuasive language, (3) the reaction of judgment, and (4) the integration of monitoring devices. (FL)

Describes a teaching strategy in which teachers ask questions that help students activate their existing knowledge about a text to be read in order to facilitate the learning of new concepts. (FL)

Describes a teaching approach that involves the use of teacher-constructed reasoning guides designed to foster reading in the content areas. (FL)

Contends that comprehension is the specific result of a reader's interaction with the text and the context in which the interaction occurs. Offers four features that might form the context of comprehension: methods of measurement, instructional environment, the text, and individual differences within the reader. (FL)

The relevance of psycholinguistics to reading is based on the premise that reading is the act of constructing meaning, first, foremost, and always. (MKM)

Emphasizes that reading is a whole person process based on understanding the message rather than on isolated skills. (MKM)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Provides a rationale for teachers' use of reading for enjoyment as a means of developing reading ability and literature appreciation as opposed to a basic skills approach to teaching reading. (MKM)

Studies how the implementation of the K-W-L can be varied in different classroom settings to ensure that it has the desired effect on the reading comprehension and learning of elementary and middle school children. Suggests that the K-W-L approach is one strategy, among others, that should be taught thoroughly. (PA)