Suggests ways for adapting Survey, Question, Read, Recite, Review (SQ3R) to help students read music in an instrumental music class. (MM)

Includes the following short articles describing teaching techniques: (1) "S-RUN: Beyond SQ3R" (Nancy S. Bailey); (2) "Read-React for Unique Responses" (Barbara Zynda); (3) "Use a Literacy Van"; and (4) "Summaries Improve Comprehension" (Milford A. Jeremiah). (MM)

Considers ways to involve readers in "essential reading" in which students learn to discover the meaning of text and to determine the author's intentions. (MG)

Describes a word analysis procedure for college developmental readers in which an unfamiliar word is written on the board, suffixes and prefixes marked off, and familiar related words offered as clues. Notes that students must use a similar procedure throughout the term in identifying how they analyzed unknown words. (RS)

Presents four groups of economical and compatible comprehension strategies that teachers can use to help disabled readers become independent, strategic readers. Explains each of the four strategy families, offers recommendations on how to teach them, and provides research support for their effectiveness. (RS)

Describes several mental theater exercises that act as a powerful antidote to the confused helplessness that remedial readers often endure. Suggests that these exercises help students to learn new ways to achieve control over their own mental processes during reading. (SR)

Argues that summaries are useful before, during, and after reading to help students become strategic readers. Discusses classroom applications of chronological and problem-solution "frames." (RS)

Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)

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)

Describes a reading comprehension strategy--Prepare, Structure, Read, and Think (PSRT)--designed for subject area lessons that use expository textbooks. Presents a generic guide for planning and conducting a lesson based on PSRT. (MM)

Continues the discussion on specific and strategic knowledge begun in last month's column. Argues that while reading teachers have not "wrapped up" the process of teaching reading strategies or content area reading, there are signs of progress. Argues that not all approaches to strategy instruction work for all students or all teachers.…

Describes the Guided Reading and Summarizing Procedure (GRASP), a classroom procedure for teaching students how to compose summaries of their reading. Describes the basic steps needed to implement the procedure: (1) preparing the students for the lesson; (2) reading for information; (3) organizing remembered information; and (4) writing the…

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)

Discusses four reading strategies or teaching techniques (the jigsaw method, anticipation/reaction guides, "What I Know," and self-questioning) found to be key in helping inservice teachers overcome their reluctance to teach reading in content area classes. (RS)

Describes how creative mapping (a pictorial version of semantic mapping) helps students organize or recognize organization in expository texts. (SR)