Describes a literature course designed to help prospective high school English and language arts teachers understand the problems faced by unskilled readers by using literature from unfamiliar South Pacific cultures. Notes that the prospective teachers gain increased knowledge of themselves and the mental processes they use in making meaning. (RS)

Describes how content area teachers balked at the need for prereading activities. Discusses how the teacher realized the importance of such activities through a variety of inservice activities. (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)

Describes a research project to evaluate the progress of adult beginning readers. States that the project gave the authors insight into designing and carrying out research; broadened their understanding of how students learn about the learning process; enriched their teaching; and helped them view others' research in a new light. (RS)

Describes a college level reading development course in which students kept records on aspects of their reading, reflected on changes in their reading, and wrote an analytical report about their reading development. Asserts that encouraging autocritical skills should become a crucial part of adult literacy instruction. (MM)