Presents a rationale for strategy training to help teachers develop instruction in comprehension strategies for academically underprepared college students. Highlights basic components and presents strategies that have proved to be effective in helping students improve their comprehension processing. (RS)

Two experiments with 112 college students investigated how subjects might modulate their reading strategies as a function of how they expect to be tested. Test-expectancy subjects, regardless of the test expected, are more apt to identify and focus on important information than are subjects without a specific test expectancy. (SLD)

Examines the relationship between readers' implicit models of reading and motivation to read. Argues that transaction models increase motivation to read by legitimizing the meaning-construction process and by increasing the type and number of deeper-processing strategies such as inferencing, generating hypotheses, and the construction of a…

Describes a five-week intervention to improve reading comprehension of four college students, focusing on expert reading strategies, metacognitive awareness, and enhancing self-efficacy. Finds that all participants improved on the targeted reading strategies, made significant gains in reading comprehension, and reported high satisfaction with the…

Describes a project designed to make second language reading more pleasurable, noting how computers can help students achieve this goal. The researcher used HyperCard to create reading software with translations appearing in pop-up windows, allowing students to read text with minimal interruption. Students reacted positively to the software, and…

Students derive more benefits from attending developmental reading courses that are an integral part of the academic curricula (Maxwell, 1997). Colleges that pair their developmental reading courses with content courses achieve the objective of integrating the developmental courses into the academic curricula. This article describes the model and…

Integrating metacognitive skills into classroom instruction can help students to develop into active, independent readers and learners. B. Armbruster, in a summary of research on metacognition, examined reading to learn from a metacognitive perspective as it related to four variables: texts, tasks, strategies, and learner characteristics.…

One reason that university students fail to achieve optimally in course work is their lack of reading skills. The higher education student needs to achieve skills appropriate to the involved task in reading. Through diagnosis, it is possible to ascertain weak links in the reading achievement of students. For students to achieve optimally from…

This book contains 44 articles on the topic "10 Best Ideas for Reading Teachers." Each of the articles, however, is different, because each of the authors sees the assigned title from a different perspective and from a different background. Some of the articles in the book concentrate on seminal ideas, and others give actual teaching…

A study investigated how comprehension, as measured by the accuracy and speed of performance, is affected by the information contained in a set of procedural instructions. Using instructions that were varied with respect to the mode of presentation (pictures, text, or pictures and text) and the degree of explicitness of operational information, 68…

This book provides a review of the theoretical, empirical, and instructional issues in the field of college reading and study strategies through a careful and systematic examination of the relevant literature. The articles and their authors are, as follows: (1) "Vocabulary Acquisition and the College Student" (Michele L. Simpson and…

A study was conducted to determine how a reader identifies and represents the major topics in a text and their interrelationships. Subjects, 56 college students, read two texts one sentence at a time. Each text contained 12 paragraphs that discussed six attributes of two major topics. The paragraphs on one text were organized by attribute, while…

Intended to improve critical thinking skills (and thereby the reading and writing skills that depend on critical thinking) through awareness of thinking patterns and activities, this textbook has three parts. Part 1, "Foundations: Thinking about Thinking," examines how our minds work as we try to make sense of the world around us and of…

Examines the strategies spontaneously used by Norwegian university law students as they tried to understand multiple expository texts as part of their normal reading and studying. Finds that students' strategic processing changed over time, with some of the changes associated with changes in students' perception of the nature of the reading task.…

Highlights second language (L2) reading strategy research to illuminate the disparities in research methods utilized across studies that are conducted with participants beyond the elementary school grade levels. Includes an extended discussion of relevant research and provides tables to visually display the variations. (Author/VWL)