Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Provides a basis for understanding reading comprehension through the interactive components of metacognition (person, goal, task, and strategies). Suggests specific classroom techniques to encourage students to become self directed readers. (RS)

Describes an outside reading and oral book reporting method that counts for as much as 40 percent of the entire course grade which, by being mandatory, motivates the students to read. (HOD)

Discusses the use of performance contracts to teach reading to secondary school students in classes classified as "corrective,""developmental," and "enrichment." (HOD)

Describes a graphic arts teacher's approach to provide reading aids by using student-printed bookmarks which include spaces for recording author, title, main characters, and plot summary. (VJ)

Proposes that secondary school literature teachers specify goals for students and teach students to ask themselves a series of broadly applicable questions to focus on literary content. (NKA)

Outlines five variations of the Directed Reading Thinking Activity that can help students become independent readers of narrative text. (NKA)

Describes a teaching unit for junior high school content area classes that is intended to provide students with effective strategies for reading nonfiction. The unit involves independent reading, research, and writing activities which culminate in the publication of student-written nonfiction books on topics of the student's choice. (SKC)