Presents information gathered as to how children make use of reading skills and what effects factors in the text, such as vocabulary, syntax, layout, and even illustrations, can have on the child's response. (RB)

Investigates why informational reading causes problems for secondary students. Presents solutions, including how the author has been able to assist pupils in reading for meaning by devising an approach called "Comprehending by Learning to Use Effective Strategies" (C.L.U.E.S.). (MG)

Explores the processes of learning to read in order to learn and reports a study of the reading strategies of 35 high school students. (JM)

Describes study which questioned theories of skill hierarchies in reading and states that it cannot be assumed either that the transfer of one skill in literacy is made to another skill or that a transfer is made to other "real life" reading situations. (JM)

Suggests 10 classroom-tested activities that improve reading comprehension. (DF)

Suggests that further explication of the notion of "importance" will benefit the reading field, at both practical and theoretical levels. (ARH)

Outlines the contents of reading materials kits designed to be used to improve the functional reading ability of adolescents in Great Britain. (VJ)

Provides an overview of three major categories of reading skills (word identification, comprehension, and rate) and of two basic types of study skills (those involving the location of information through reading and those involving organization of information) and shows how the skills are related to each other. (GT)