Identifies and briefly discusses nine areas of reading research. (AEA)

Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Presents a letter written to a parent (concerned about her poor reading comprehension), which outlines some strategies to do before reading, during reading, and after reading to improve comprehension. Notes that the letter has been useful with parents and with reluctant teenage readers. (SR)

Offers suggestions for making students more aware of their own study styles and for helping them select appropriate strategies for various study tasks. (SR)

Argues that metacognitive development should remain--or become--an aspect of instruction that aims to enhance students' reading comprehension. (HOD)

Shares the work of one college freshman class whose journal entries demonstrate how reader response can be a powerful metacognitive tool. (RS)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Describes several mental theater exercises that act as a powerful antidote to the confused helplessness that remedial readers often endure. Suggests that these exercises help students to learn new ways to achieve control over their own mental processes during reading. (SR)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Concludes that (1) knowing whether we comprehend as we read is indispensible to the process of understanding itself; and (2) without self-monitoring, there can be little textbook learning and even less hope for informed participation in democracy. (FL)

Describes three metacognitive abilities important for learning: self-knowledge, task knowledge, and self-monitoring. Identifies six metacognitive characteristics that separate proficient readers from less effective readers. Lists five principles on which independent learning is based. (RS)

Presents an inventory intended to make junior high through college students think about what they do while reading and help them become aware of metacognitive strategies. Suggests that the inventory may provide teachers with at least some basic ideas of what their students know with respect to achieving higher levels of comprehension. (RS)

Examines the nature of motivation to understand how achievement motivation is related to autonomous, self-regulated learning. Discusses the role of motivation in strategic learning, with applications made to the developmental college reading population. (RS)

Describes a remedial program (developed for a ninth grade student labeled learning disabled) that incorporated principles of direct-explicit instruction, metacognition, and language to mediate thinking and learning. Notes that the program helped the student succeed and advance to the next grade. (SR)