Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)

Learning centers can be developed in secondary school subject area classes to encourage independence and to help the teacher individualize instruction. (MKM)

Notes that appropriate materials are hard to find for refugees of marginal reading ability in English as a second language programs and describes teacher-made exercises that use the students' prior knowledge and experience. (HOD)

Discusses teaching vocabulary when students do not know the words nor the concepts they represent. (SRT)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)

Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Contributors suggest ways to (1) phrase reading for second-language learners, (2) improve comprehension through creative mapping, (3) improve student "browsing" skills in a library, and (4) help students overcome writer's block. (FL)

Describes a procedure termed free associational assessment that uses free recall and associational thinking. A sample lesson is provided. (HOD)

Discusses four principles derived from theory and practice that make incorporating writing into any class easy and worthwhile: (1) creating audience awareness, (2) making writing tasks consequential, (3) varying writing assignments, and (4) using writing to help students integrate new material into what they already. (FL)

Discusses (1) strategies that make learning disabled adolescents independent in subject area classrooms, (2) the use of medieval rhetoric to help modern students expand their writing, and (3) students' opinions of sustained silent reading. (NKA)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

Presents contributors' suggestions concerning (1) creative responses to recreational reading, (2) multisensory approches to spelling, (3) writing assignments for remedial readers, and (4) ways to keep track of students' reading interests. (FL)