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)

Explores research on the efficacy of previewing before reading to build background knowledge. Offers guidelines for presenting a preview to students. (HTH)

Argues that when students in Third World nations use foreign materials and encounter a culture-concept gap, their teachers need coping mechanisms that help build up the students' store of background knowledge. (FL)

Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)

Discusses the unique approaches, well-put notions, fine-tuned procedures, or insightful conclusions in 10 dissertations nominated for the 1989 Outstanding Dissertation Award from the International Reading Association. (RS)