Describes the Stanford Computer Archive of Language Materials (CALM), a computerized archive of language materials available for use by researchers. (DD)

Explains how a teacher can prepare students to read content area material by helping them bring prior knowledge about a topic to memory. (AEA)

Describes how a high school English teacher helped her students learn about background knowledge, organization, metacognition, discussion, and writing by experimentally investigating their own learning. Notes that this approach helped students feel more ownership in their work and in their own knowledge about learning. (SR)

Describes a staff development program in "action research" in which teachers and administrators investigated how to use reading/writing strategies to improve the learning of at-risk students in the regular classroom setting. Describes a qualitative study of the participants. Describes and compares four action researchers. (RS)

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 summer program for prefreshman science students entering Xavier University, designed to develop their problem-solving and academic abilities by emphasizing the connection between reading comprehension and analytical skills. (MKM)

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)

Describes a reading course designed to increase efficiency and concentration on the Scholastic Aptitude Test. (MKM)

Describes how a teacher-researcher used knowledge modeling as a basis for assessing students' knowledge. Discusses how the scoring template was created and how the students' recollections were scored. Finds that students with no prior knowledge of a subject were at a disadvantage in the classroom. (PRA)

Describes a natural student writing evaluation method in which students write letters to their teacher about their reading. Shows examples of letters from four typical students. Speculates on the function of the letters for each student. (RS)

Describes the Library Scavenger Hunt program at Baylor University (part of the reading and study skills program) which emphasizes learning what sources are available in a college library, where they are located, and how to use them. (SR)

Describes the International Youth Library in Munich, Germany, a resource on children's literature from all over the world which makes available to teachers and researchers books, texts, magazines, journals, essays, newsclippings, and special collections as well as a children's lending library of books in 12 languages. (SR)

Provides information on the federally sponsored National Diffusion Network and describes how one exemplary reading program was transferred to a school across the continent. (MKM)

Describes a classroom-based research project that investigated how talking and writing about the novel "Sarah, Plain and Tall" (by Patricia MacLachlan) and rereading parts as a group helped four deaf teenagers build meaning and broaden their understanding of the story. (SR)

Describes an attempt to implement extended reading strategy instruction with preservice teachers in undergraduate reading methods courses. Describes students' use of the strategy and their reactions to it. Finds it helped them develop a better conception of comprehension and how to teach it. (SR)