Argues that metacognitive development should remain--or become--an aspect of instruction that aims to enhance students' reading comprehension. (HOD)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Concludes that (1) knowing whether we comprehend as we read is indispensible to the process of understanding itself; and (2) without self-monitoring, there can be little textbook learning and even less hope for informed participation in democracy. (FL)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Describes the effectiveness of cooperative learning, a technique whereby paired students exchange oral summaries of materials they have read. (HOD)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Argues that on-the-job reading makes special demands upon readers. Presents a technical reading strategy that involves a five-step prereading checklist and four postreading analyses. (FL)

Argues that teachers can determine the instructional frameworks which can empower students to understand more about their own learning. Describes activities (learning logs, directed reading-thinking activities) that develop higher level thinking skills using writing, reading, and reasoning. Concludes that such activities facilitate students'…

Advocates the use of journal writing in reaction to readings to help make reading a more significant part of students' lives. (SRT)