Reports the results of a study of 10th grade students that showed their comprehension improved when slash marks were used to divide the text into meaningful phrases. (AEA)

Suggests classroom activities to prepare students for reading. (DD)

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

Suggests specific reading strategies for college level learners based on a thorough analysis of how successful college readers handle difficult text. (AEA)

Describes a note taking and teaching strategy designed to help students think during lectures and assimilate material in a synthesized form via small group and written recapitulation. (MKM)

Structured overviews can help students and teachers to clarify objectives in content reading. (KS)

Investigates whether using an advance organizer along with metacognitive strategies helps high school students learn content material. Finds that using metacognitive strategies leads to significantly higher reading scores than the use of advance organizers alone or merely reading an introductory passage. Finds that the benefits increase as the…

Reports the results of a study in which community college students were found to be unable to summarize adequately without considerable training. (AEA)

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

Describes a study in which seventh graders who read a chapter in a science text along with a written handout explaining the major concepts (in simplified vocabulary) performed better on a post-test than the group that simply read the text. (MKM)

Argues that student centered pre-reading activities can convince students they know more than they do about their textbooks. (RB)

Taking notes on a teacher-prepared listening guide helped high school students improve on their performance on essay tests. (MKM)

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

Outlines can be used before and after reading textual material to improve recall and comprehension. (MKM)

Describes a lesson design facilitating students' comprehension of human beliefs and behaviors indigenous to foreign cultures, and making culturally implicit meanings explicit to learners in a different culture. Involves teachers and learners through reading and discussion of a story introduced with an advance organizer. (RS)