Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)

Asserts that reading and writing skill instruction should not be taught as a set of discrete steps with phonics workbooks, but instead should be based on examples taken from texts which children write and read. (MM)

Suggests ways a teacher who is interested in performing Piagetian testing might persuade a principal of the validity of the tests, and offers insight into the connection between cognitive development and reading achievement. (JC)