When reading science texts, students often do not know what they know. Prereading activities can help students build bridges from the known to the unknown. Brainstorming will help students recognize their own prior knowledge on the subject and learn from hearing each other's responses. An anticipation guide is a teacher-generated list of questions…

The inclusion of Watson's "The Double Helix" in a high school biology DNA unit is described. (BB)

Recommends having students keep a reading journal on reading assignments as a way of getting them involved in reading, thinking, and discussion. (EL)

Suggests that content reading teachers set goals for their reading assignments as a method of helping students learn from textbooks and read the assigned material critically.

Research has documented that collaborative learning groups improve student learning and increase the likelihood that students will have positive attitudes about both the subject matter and their peers. However, researchers know much less about how collaborative learning groups may influence student behavior and the extent to which their utility…

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Suggests that giving disabled readers assignments that involve a purpose and make reading secondary improves motivation and ability. (AEA)

Describes how an elementary teacher can plan and manage directed reading, including selecting appropriate children's books, preparing a reading guidesheet for each, and conducting conferences with each student to reinforce reading comprehension and vocabulary development. (SJL)

Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called…

This booklet begins with a rationale for a strategy for structuring reading activities in the English classroom in order to facilitate growth in reading ability and to accommodate students with varying initial levels of achievement. Specific suggestions are provided for prereading activities, the reading itself, and postreading activities. A…

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

An exercise designed to provide students with an opportunity to take responsibility for learning an assigned reading and to share ideas with their colleagues is described. The exercise also provides a safe atmosphere in which to practice communication skills, critical thinking, and decision making. (MLW)

Describes activities that use jigsaw puzzles for vocabulary building and positive reinforcement and in-class book publishing to motivate high school remedial readers. (AEA)

Offers 10 basic guidelines that might help reading teachers who use basal readers to make more effective instructional decisions about what to teach. (MG)

Describes three kinds of artifact kits (the Archaeology Dig kit, Grandmother's Trunk, and the Cultural Mystery kit) that teachers can assemble for use in their classrooms that provide links to multiple literacy events for students. Gives a list of selected sources for artifacts that will enable teachers to create artifact kits. (CMK)