Concludes that J. Piaget's cognitive developmental theory may be used as a framework to understand reading in all children, while visual perception showed no relationship to any measure of reading. (FL)

Annotates 16 children's books that have as their main thrust the development of children's visual awareness through puzzles, pictures, and games. (FL)

Reports on a study that was designed to develop a critical thinking/reading model based on professional opinion, to create a critical thinking/reading evaluation instrument for grades three through six, and to validate that instrument. (FL)

Reveals that female high school seniors in a group of poor readers were significantly more external in locus of control than males in the group, but that no significant differences existed between females and males in a group of above-average readers. (FL)

Investigates the vocabulary and readability of 50 commonly used application forms. Lists the 100 most frequently used words on those forms and suggests that this list be a beginning point in reading instruction. (FL)

Discusses the importance of teaching vocabulary in the content area so that at-risk readers can develop strategies to see word relationships and the importance of higher-level thinking. Examines and offers specific examples of the strategies of mnemonigraph cards, analogies, and word groupings. (RS)

Discusses the importance and benefits of reading aloud to young children. Presents methods and follow-up strategies using a variety of literature to further develop children's early skills in reading and writing. (RS)

Determines whether the integration of reading and computers will improve ESL (English as a second language) students' reading skills. Discusses creation of a new computer applications class for ESL students at an urban schools in the Northwest United States. Notes dramatic improvement with ESL students with limited English skills. (SC)

Since the 1940s, teachers in upper grade classrooms have been asking students to "survey, question, read, recite, and review" chapters in their content area textbooks. Known as SQ3R, many teachers have long believed that this study strategy helps students make sense of unfamiliar informational text, or that it at least provides a structured…

College students, enrolled in basic skills courses, sometimes lack motivation to fully participate in class activities and related homework assignments. Factors that can account for poor motivation include perceived irrelevance of courses to their everyday lives, unrealistic perceptions of their learning skills, low self-confidence, personal…

Describes an adapted form of the "Directed Reading Thinking Activity" which guides students through reading assignments with content materials containing an abundance of factual information and details that need to be remembered. (RL)

Describes "Easy Steps to Reading Independence" (ESTRI), a new phonics-linguistics approach. Provides field study data that show statistically significant advantages for ESTRI in eight out of fourteen cases. (RL)

Describes the contents of history and biology kits prepared by content area teachers for use in a college reading and study skills course. (TO)