Presents an excerpt from Katherine Neville's best-selling novel "The Eight," and discusses how the excerpt could be used in a mathematics class. Includes possible class activities and reading and writing assignments. (SR)

Describes a free writing exercise designed to help first-year college students confront perceptions they have of themselves as learners. (RS)

Reviews some of the existing data on the effects of homework on learning. (HOD)

Discusses providing developmental learners with the opportunity to hear and respond to vignettes (short, descriptive literary sketches such as those in "The House on Mango Street"). Notes that the activity allowed students to experiment with another writing style and to use figurative language in a creative way. (RS)

Describes the use of reading sheets--a single piece of paper where the student notes pages read, date, and a three-line summary of that day's reading--in conjunction with sustained silent reading. (SR)

Provides examples of using the Directed Reading Activity as a framework for teaching students to comprehend literary text at varying levels of response. (HOD)

Describes a social studies program in which generalized assignments are given for the development of comprehension and study skills and which emphasizes student responsibility for learning. (MKM)

Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Introduces the FLIP (Friendliness, Language, Interest, Prior Knowledge) framework to help middle and secondary students examine their reading assignments and develop appropriate plans of action. Includes a rationale for the framework, a description of it, and suggestions for classroom implementation. (SR)

Describes a strategy called RAFT (Role, Audience, Format, Topic) used to promote comprehension in content area classrooms. (SR)

Describes a method of writing across the curriculum that works and identifies two Spanish-language young adult novels written by Hispanic authors. (HOD)

Presents a point, counterpoint strategy which helps students build a repertoire of interpretive strategies that can be enlisted when dealing with complex short stories. Notes that the key to the strategy is that students begin with their personal responses and move toward more public and generalized interpretations. (RS)

Presents a compilation of strategies, exercises, and ideas that have been most helpful with students receiving private tutoring on the verbal portion of the Scholastic Aptitude Test (SAT). (RS)

Describes an activity (the first assignment in a graduate reading course for teachers) which provides teachers with the opportunity to develop awareness of their own reading processes by thinking aloud about the strategies they use when reading texts that are difficult for them. (SR)

Argues that summarizing, paraphrasing, and precis writing skills are important to the development of critical thinking and the ability to learn from text. Describes the use of precis writing in the English-as-a-Second-Language (ESL) classroom. (RS)