Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (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 the use of a "process approach" to teaching English as a foreign language to English majors at a Chinese teachers' college. (RS)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)

Reviews the six points for change in the way reading comprehension is taught, recommended by P. David Pearson. (HOD)

Provides a rationale for using fiction and drama to promote critical thinking. Presents a sample grid used to record answers to and interpretations of six questions which can be used in class discussion to bring out critical thinking dispositions, such as the ability to determine whether a generalization is warranted. (RS)

Uses the example of SQ3R (Survey, Question, Read, Recite, and Review) to demonstrate how knowledge of the relationship between theory and practice makes reading and study skills instruction more meaningful. Notes that this awareness also enables teachers to modify various skills to meet student needs. (MM)

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)

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

Describes a college reading rate improvement course in which students review reading research regarding the variables involved in reading and explicitly analyze their own reading behavior. Argues that students aware of their own reading behavior can better plan their reading assignments. (RS)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Describes an activity (the first assignment in a graduate reading course for teachers) which provides teachers with the opportunity to develop awareness of their own reading processes by thinking aloud about the strategies they use when reading texts that are difficult for them. (SR)

Describes an activity which uses poetry to help students differentiate between literal and critical comprehension and to focus on topics, main ideas, inferences, paraphrasing, and writing in response to text. (SR)