Describes some recent studies which establish that meaningful learning can be promoted by a certain type of questioning activity, called elaborative interrogation, that leads students to activate prior knowledge and tie it to the new information. (SR)

Reviews relevant research in reading comprehension strategies and cooperative learning methods. Describes reading strategy groups as an approach for content area instruction, along with practical suggestions for implementation. (JD)

Reviews research findings on transfer of learning and indicates that current research (especially metacognition) holds considerable promise for a more complete understanding of the mechanisms of transfer. (NKA)

Surveys some of the research concerning underlining and notetaking and draws from it some suggestions for using the two study techniques in the classroom. (FL)

Illustrates how prediction can be used to improve content area reading, provides examples of successful prediction techniques, and encourages teachers to develop their own uses of prediction. (FL)