How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Reviews materials in the ERIC data base that can be used to teach students test-wiseness skills such as cue- using strategies, time using, error avoidance, guessing, deductive reasoning, answering analogies, and answering multiple choice questions. (MKM)

Draws information from documents in the ERIC system to define oral interpretation, demonstrate its benefits for students, and describe classroom approaches to oral interpretation, including readers' theatre. (DD)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Reviews the research by Louise Rosenblatt and suggests how it can be used by college instructors. (HOD)

What little research has been done with regard to secondary level remedial reading programs suggests that a whole language approach is beneficial. (DD)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)

Traces significant developments in research, theory, and instruction in reading and learning from text, focusing on the secondary school level. (AEA)

Considers the impact of pictures in reading and instructional materials. Provides guidelines for selecting instructional materials, based on their pictorial stimuli, and describes research regarding the effects of pictures in reading instruction. (JT)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

Presents 13 points about the relationship between Black English and reading; reports on books about Black English and teaching reading to Blacks; and suggests inservice materials for increasing teachers' knowledge about dialects. (JT)

Summarizes selected research in the area of student-generated questions by responding to questions posed by secondary preservice teachers in content area reading classes. Notes that student-generated questions make reading an active process and force the reader to focus attention on the reading material. Presents 10 conclusions based on research…

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

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)