Reports observations made to explore sixth grade students' changing awareness of the characteristics of text, self as reader and writer, and monitoring strategies during the reading and writing of narrative and expository text. (SR)

Evaluates the effect of explicit instruction in second language reading comprehension strategies on intermediate-level French students' (N=53) reading comprehension and inferential ability, and seeks to determine what type of learners derive the greatest benefit from the instruction. The positive effect that reading strategy training has on…

Provides brief descriptions of several techniques and strategies (Jigsaw method, anticipation/reaction guides, metacognition, "what I know" charts, and self-questioning) thought most useful and inspiring by preservice teachers enrolled in a mandatory content area reading class for secondary teachers. (RS)

Describes teaching an approach to clarifying relationships among ideas in texts (based on S. Toulmin's model of argument analysis) which helps students move from teacher-directed classroom reading to independent self-monitored comprehension. (SR)

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Many high-school students responding to a teacher's in-class literacy survey are frustrated, unprepared readers lacking metacognitive knowledge and comprehension monitoring. Respondents own few books, avoid libraries, and cannot name a favorite book title. They must be taught to question, predict, summarize, and clarify until meanings emerge. (MLH)

The following article discusses cognitive and metacognitive reading strategies and the use of them particularly among bilingual students. It distinguishes between the two types of strategies. Strategy use among monolingual and bilingual students are described and compared. The article focuses on the need for strategy instruction, particularly…

This study explored comprehension monitoring, use of reading strategies and reading comprehension of bilingual students at different levels of perceived proficiency in Italian. The participants were bilingual fifth to eighth-grade elementary school students from four Italian schools in Rijeka, Croatia. Students' reading comprehension was assessed.…

This report describes a program for improving reading comprehension in seventh graders by focusing on higher order thinking and metacognitive skills. The targeted population was in a growing, middle class community located in northern Illinois. The problem of below grade level reading comprehension was documented by Illinois Goals Assessment…

The concept of autonomy can help secondary reading teachers help their students to become better readers and users of text. Research indicates that many students in content areas do not know how metacognitive strategies can be implemented so that students can become autonomous. Practical suggestions for helping readers become autonomous include…

When poor and normal reading second and sixth grade students received treatment in one of three methods of teaching word identification, the whole-word/meaning-based method fostered a global processing strategy, while the phonics method fostered an analytic strategy. A combination of both methods fostered the use of both strategies and generally…

Argues that teaching students to use pictures in their minds improves their thinking skills. Offers a four step procedure for helping students formulate their own techniques for creating mind pictures. (FL)

Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)