States that teachers are not teaching content area reading strategies primarily because they have not been taught to use the available strategies in their teaching. Outlines four approaches that reflect current and emerging means for fostering the use of teaching strategies. (MG)

Presents findings of a collaborative study that examined a teacher's implementation of portfolio instruction and assessment in a high school French class. Gives perspectives of the teacher and students involved, and discusses implications of these perspectives. (HB)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

Focuses on three ideas pertaining to modeling and thinking aloud, presents examples of how the processes can be applied to teaching both text comprehension and study strategies to college developmental readers, and discusses reasons for using modeling and thinking aloud in the classroom. (FL)

Describes a four-step process by which teachers can select and present stories in the reading/language arts classroom. Discusses three storytelling-related strategies (Directed Listening-Thinking Activity, Storytelling Maps, and Folktale Updates) useful for developing reading/listening comprehension and vocabulary. Presents procedures for…

Describes the Read Naturally (RN) strategy to improve reading fluency that combines reading from a model, repeated readings, and progress-monitoring. Suggests positive results found in data collected from classroom implementations with K-3 remedial and special education students and 6th-grade special education students. (NH)

The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer-term intrinsic motivation for general reading. Two schools with 120 grade 3 students filled out reading logs identifying their reasons for reading their favorite books twice. In…

Describes a study of the use of an integrated communication arts instructional strategy to facilitate comprehension in a high school history course indicating that subjects who wrote following brainstorming activities and text readings generated higher quality ideas and synthesized acquired information better than the groups that did not write.…

Discusses a study which analyzed question-answer instructional segments from second-grade small group reading lessons, according to Barrett's (1976) and Pearson and Johnson's (1978) taxonomies. (MM)

Presents an annotated bibliography of 12 research articles, all related to reader response theory and its applications to the English classroom. (HB)

Compares the reliability and validity of the 10 subtests of the Learning and Study Strategies Inventory (LASSI) obtained from 99 developmental college students with norming values obtained in an earlier study. Indicates that 9 out of 10 subtest reliability coefficients approached but did not equal the earlier study. (HB)

Analyzes and compares the content of four reading journals for the years 1973 and 1983 on eight categories of comprehension instruction and three categories of comprehension follow-up and reveals an increase in the number of articles focusing on comprehension issues and practices. (DF)

Analyzes the use of graphic aids in electronic texts by using four conceptual differences distinguishing printed and electronic texts. Proposes that these four differences can act as a theoretical framework informing the use of such graphic aids. Discusses the need for and the ramifications of such a theoretical model. (HB)

Studies the effects of tutorial instruction, utilizing students' interests and trade books, on the attitudes of poor readers. Suggests that the attitudes of poor readers may be positively influenced through such instruction in an integrated language arts approach. (HB)

Examined whether altering the sequence of the traditional basal reading lesson by placing enrichment activities first increased comprehension of text. Found altered format subjects (of 45 subjects in total) correctly answered 71% of comprehension questions, whereas traditional format subjects correctly answered only 58%. Suggests these significant…