Investigates the effects of cognitive mapping on written summarization and comprehension of expository text. Concludes that mapping appears to assist students in: (1) developing procedural knowledge resulting in more effective written summarization and (2) identifying and using supporting details in their essays. (MG)

Investigates the effectiveness of improving the reading comprehension of sixth-grade social studies students through the use of metacognitive strategies. Finds that students who are instructed in the use of metacognitive strategies increase their reading comprehension more than students who do not receive such instruction. (MG)

Recommends teaching suggestions which focus on three broad areas: (1) strategies for teaching textbook organization; (2) strategies for using graphics to organize the information covered in the text; and (3) the use of an integrated approach to content area teaching. Cites studies to support these recommendations. (MG)