Describes how to evaluate reading assignments so that teachers will know when and how to intervene. (MB)

Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Presents a compilation of strategies, exercises, and ideas that have been most helpful with students receiving private tutoring on the verbal portion of the Scholastic Aptitude Test (SAT). (RS)

Suggests that giving disabled readers assignments that involve a purpose and make reading secondary improves motivation and ability. (AEA)

Includes articles that discuss (1) a quick fix for "agitata," (2) getting more effort out of remedial readers in high school, (3) using the "maze" technique to teach students about good style in writing, and (4) a collaborative learning experience. (JD)

Describes activities that use jigsaw puzzles for vocabulary building and positive reinforcement and in-class book publishing to motivate high school remedial readers. (AEA)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)

Describes the Dublin model, a program which uses thematic units or individualized reading assignments to focus on popular adolescent literature and includes projects that demonstrate students' comprehension of text. Discusses the formulation, implementation, and assessment of this program. (RS)