Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (JT)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

Five contributors separately discuss (1) a formula for describing the anticipatory process in reading; (2) a combined reading, writing, and comprehension exercise that proved popular with rehabilitation students; (3) an adult education project involving reports on recreational reading; (4) limitations of the Fry Readability Graph; and (5) a method…

Explains how the SQ3R methods of reading textbooks was used to teach the writing of a research paper and tells of eighth grade remedial readers creating their own trivia game. (HOD)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)

Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)