Describes using a model of direct instruction, called EMQA (Explanation, Modeling, Questioning, and Application), as a framework for teaching the rules of summary writing. Argues that teaching students to summarize increases their comprehension of expository text. (SR)

Discusses teaching strategies to present the two most basic ways of organizing information about a steady state phenomenon: pictorial knowledge models and diagrammatic knowledge models. Presents ways of organizing these types of information according to known points of reference and observation. (SR)

Explains the technique of using marginal glosses to help students learn from content texts and provides examples of various gloss stages. (AEA)

Describes a model that distinguishes seven types of meaning that can function in reading: discoursal, lexical, morphological, propositional, syntactic, rhetorical, and functional. (MKM)

Outlines four elements of reading theory every volunteer tutor in an adult program should know, including the importance of material selection and of understanding the processes good readers use to gain meaning. (HOD)

Reports on a study that found an alternative cloze test format both valid and practical when compared to the conventional cloze format. (HOD)

Describes a method of assessing students' actual reading processes, allowing teachers to suggest and model strategies for overcoming reading problems. Reports that the model works well with remedial readers in an individual setting and could be applied, with modifications, to a group of students. (RS)

Describes teaching an approach to clarifying relationships among ideas in texts (based on S. Toulmin's model of argument analysis) which helps students move from teacher-directed classroom reading to independent self-monitored comprehension. (SR)

Presents three ideas for teaching content area writing, noting that such writing is most productive when assignments are based on real subject area topics and authentic styles. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Presents six diagrams that describe what happens when a text is read. (HOD)

The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)

Develops an understanding of the interactive nature of the reading process with a focus on vocabulary learning and formulates criteria, based on this understanding, to evaluate approaches to vocabulary development. (HOD)