Illustrates how advance organizers can be used to aid the second-language decoding process. Devices considered include cognate recognition, syllable-morpheme information, contextualized meaning, chronological ordering, time-frame reference, cross-cultural differences, redefinitions, and direction of discourse. (CB)

Provides parallel and flexible reading/writing strategies designed to help college students with the challenge of simultaneously succeeding in a variety of subject areas in which their experience is limited. (FL)

Describes six strategies for teaching vocabulary: exclusion brainstorming, knowledge rating, connect two, semantic feature analysis and semantic gradients, concept ladder, and predict-o-gram. (HOD)

Concludes that prediction making should not be used solely as a teaching strategy, but also as a learning strategy. (FL)

Examines the effectiveness of using questions to facilitate processing of diagrams in science texts. Investigates three different elements in experiments on college students. Finds that questions about illustrations do not facilitate learning. Discusses findings with reference to cognitive load theory, the dual coding perspective, and the…

Describes a literature-based approach that was used successfully at the University of Cincinnati in a one-quarter advanced undergraduate inorganic chemistry laboratory course. (KHR)

Presents two strategies (inverse cloze and building content vocabulary) designed to develop middle school students' language competency, thereby allowing them to forge the necessary connections between and among the variety of concepts contained in content material. (RS)

Discusses how teachers can use the inherent motivating power of the newspaper to help them better teach their subject. Discusses using newspapers to motivate students, teach important concepts, supplement learning, and inform students. Suggests ways to prepare students to read a newspaper and what to do during and after reading the newspaper. (MG)

This article describes initial attempts by preservice and inservice teachers enrolled in university reading courses to devise questions that encourage students to read content texts strategically. Teachers at both levels tended to confuse questions that encourage the use of comprehension strategies during reading with questions that assess…

A review of current research on metacognition demonstrates an awareness of and attention to problems developmental readers face using metacognitive skills during instruction and may serve to reduce these readers' tendency to practice improper learning behavior, thereby improving their problem-solving efforts. Transfer of problem-solving techniques…

The document presents the theoretical background and empirical research supporting lessons which teach study skills to adolescents, especially those with learning disabilities. A section presenting the psychological rationale for training study skills considers the nature of studying and its psychological demands, studying as an active process,…

Reports on a study to determine the effectiveness of an integrated study strategy system that uses self-assigned writing as a means of learning psychology content. Concludes that the PORPE (Predict, Organize, Rehearse, Practice, and Evaluate) system can be a potent, durable, and efficient independent study strategy. (JAD)

Describes a teaching model designed to develop reading comprehension and learning strategies through cooperative learning. Discusses benefits to students and offers suggestions for implementing the model. (FL)

Considers the use of graphic aids with regard to readers' ability to integrate graphic with written information. Points out students' need for instructional activities that develop skills such as inference through information coordination of the graphic aid, text, and prior knowledge. Presents the three stages of the GIL. (JK)

Describes a metacognitive strategy that has shown the ability to improve the reading comprehension of poor readers and learning disabled adolescents. (FL)