This commentary addresses the complexities of reading comprehension with an explicit focus on reading in the disciplines. The author proposes reading as entailing multi-dimensional demands of the reader and posing complex challenges for teachers. These challenges are intensified by restrictive conceptions of relevant prior knowledge and experience…

The most important skill teachers can communicate through reading experiences is the awareness of what kinds of questions to ask with different kinds of texts. These questions are not the factual questions that drift in and out of short term memory but the implicit questions, the thought-provoking "big questions." Some teachers…

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

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

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)

Proposes that, in addition to demanding literal comprehension of reading materials, study guides should contain questions that require the type of critical reading that promotes interactive, constructive, and dynamic cognitive behaviors. Provides a sample of a general study guide that would promote these reading behaviors. (AEM)

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

One framework for reading instruction that focuses on the message suggests that all words can be classified as matter or relation references. This framework is applicable to the words and symbols used in mathematical symbolic sentences when they are defined as two or more names for numbers of sets joined together by a relation symbol. The use of…

Analyzes the process of reading philosophical works. Considers reflective reading a performative act in which the genuine reader enters into a dialogue, questions, recollects, and rereads. (PD)

The reading process and instruction in this process must be accepted as an essential part of learning and must be integrated into the total school curriculum. However, the fact that most content area teachers have had little or no training in reading instruction and that they lack insight into the reading process and the various reading/study…

Recognizing that top-level structure helps students find main ideas and recall important facts, this research review recommends teaching top-level structure from middle school through college. (HOD)

Reading is a skill that can complement a hands-on approach in learning relevant facts, concepts, and generalizations pertaining to different units of study. Teachers should guide students to have the ability to identify unknown words prior to their actual reading of subject matter in science. Pupils tend to make minimal mistakes in word…

The comprehension of instructional text can be a cognitively demanding task because component comprehension processes compete for limited space within the readers' working memories. The component comprehension processes that readers must perform include recognizing words and retrieving their meanings, parsing sentences, identifying and organizing…

As individuals read, they construct meaning at various levels, including literal, interpretive, and critical. One part of this comprehension act is creative reading, which may be promoted by self-questioning so that students become personally involved in the material they read. To guide students' self-questioning strategies, teachers can both pose…