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

Describes various teaching models that have proven effective in teaching argumentation. (HOD)

Describes a generic planning frame for a five-step strategic reading lesson that can be implemented with little or no preparation and, thus, is ideal for substitute teachers. (SR)

Presents a model of introducing content area reading strategies to preservice teachers, which goes beyond simply presenting instructional strategies to show novices how to match strategies to the teaching situation. (SR)

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)

Presents guidelines to help literacy educators adopt the organic primer approach that has been found to be effective in helping adults learn to read. (HOD)

Presents several guidelines for creating lessons to teach critical thinking skills, a model lesson using these guidelines, and an analysis of the teaching strategies within the lesson that illustrates how the guidelines are applied. (HOD)

Describes a planning model (PLAE--preplan, list, activate, evaluate) that provides a practical and flexible guide in how to determine one's own learning tasks, how to select and schedule the most appropriate study strategies for those tasks, and how to activate and evaluate a plan in terms of its efficiency and effectiveness. (HOD)

Suggests that a focus on traditional rules for good writing can create writer's block and offers strategies that focus on the topic and student's thinking for overcoming writing apprehension. (HOD)

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)

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)

Shares some of the improvements made on four study/learning procedures. (HOD)