Suggests specific reading strategies for college level learners based on a thorough analysis of how successful college readers handle difficult text. (AEA)

Promotes active involvement in the reading/thinking process, leading students to better retention and interpretation of text information. (AEA)

Indicates that taking notes has no long-term effect on retention of information, but that notes are useful as a source of information for review. (AEA)

Examines the promise of teaching literature by attending to the process of reading, not the products of literary interpretation, analysis, and explication. (RL)

Delineates step-by-step procedure for designing an English for Special Purposes (ESP) reading skills course for a group of students whose interests and academic pursuits are similar. Contends that main difference between a regular ESL reading skills course and this type of ESP course are the use of authentic texts in field of specialization and…

Reports that entering college freshmen with low predicted grade point averages achieved significantly higher grade point averages after completing lessons on how to analyze and manipulate information than did students who received no such instruction. (DD)

Presents current definitions of critical reading and discusses related research on testing and instruction in the skills that improve critical reading. (MAI)

Details a study of the reading-study skills course at The Citadel, the Military College of South Carolina, that was performed to assess the effectiveness of the program in terms of academic progress and student retention. Reports positive and significant results. (FL)

Discusses some of the unique problems within higher education which are present as a result of an open-door policy for students. (JM)

Shows that main idea statements were used by a variety of leading American writers of nonfiction in the nineteenth century; that usage patterns bridged gender and racial differences; and that even a difference of purpose or audience did not materially alter main idea patterns. Shows the importance of main idea recognition skills as tools for…

Notes that Guided Design is a teaching strategy that can be used to increase high school and college students' comprehension when reading and studying. Describes implementation of Guided Design and a summary of one student's application of Guided Design to the comprehension of a difficult chapter in a cognitive psychology textbook. (RS)

A reading test and a test assessing the processing of an instructional text were completed by 114 undergraduates. Subjects with higher scores on the reading test noticed more often a conflict between the instructional text and the example provided. They followed the instructional text instead of the example. (TJH)

Two hypotheses about how organizational signals influence text recall were tested with 274 college students who read and recalled a text with or without signals. Results are consistent with the hypothesis that organizational signals induce readers to change their text-processing strategies. (Author/SLD)

Critiques an article by Richard F. West, Keith E. Stanovich, and H. R. Mitchell entitled "Reading in the Real World and Its Correlates," published in an earlier issue of this journal. Questions that article's outdated concepts of mind and mental processes and its inappropriate use of statistics. (HB)

Responds to Denny Taylor's critique in the same issue of an article by Richard F. West, Keith E. Stanovich, and H. R. Mitchell entitled "Reading in the Real World and Its Correlates," published in an earlier issue of "Reading Research Quarterly." (HB)