Discusses D. Durkin's 1979 study of reading comprehension instruction and J. Heap's critique of the study in a recent issue of "Journal of Reading Behavior." Asserts that the traditional reading lesson is a vehicle for acculturation or teaching cultural knowledge and logic. (SRT)

Describes how Multiple Response Techniques (MRTs) can be used before, during, and after reading to help students better comprehend content material. Argues that MRTs enhance comprehension by engaging all students, focusing on students' strengths, training students in reflectivity and self-monitoring, and allowing the teacher quick evaluation of…

Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)

Offers suggestions on teaching students to find the answers in a passage by asking questions before reading the material. (RB)

Suggests a variety of self-questioning techniques that students can use to improve their attention to and retention of expository material. (AEA)

Uses the questioning techniques of the Directed Reading-Thinking Activity and the Guide-O-Rama to enhance social studies students' reading comprehension. (AEA)

Suggests several questions which can lead adolescents to discover their own reading interests and needs. (MKM)

Summarizes selected research in the area of student-generated questions by responding to questions posed by secondary preservice teachers in content area reading classes. Notes that student-generated questions make reading an active process and force the reader to focus attention on the reading material. Presents 10 conclusions based on research…

Suggests alternatives to questioning after reading that involve students and encourage independence. (AEA)

Describes the unorthodox methods used by one teacher to make reading fun and necessary for his students. (FL)

Presents Reciprocal Question-Answer Relationships (ReQAR), an instructional technique for assisting at-risk readers in independently applying a metacognitive strategy of self-questioning, combining elements from the Reciprocal Questioning (ReQuest) and Question-Answer Relationships (QARs) techniques. (RS)

Suggests that questions that help students read actively in any situation can be adapted to fit reading into the history class. Offers seven such questions. (AEA)

A series of Danish studies suggests that a great deal of prequestioning before students read may adversely affect students' reading processes. (DD)

Describes the Johari Window, a specialized questioning strategy for the study of characterization in fiction. Asserts that this method promotes classroom discussion, provides motivation to analyze a character in depth, develops students' empathy for a specific character, and encourages inferential thinking. (MM)