Describes the various reading styles found in Japan which reflect the people's view of reading. (HOD)

Summarizes the findings of Perry Thorndyke's investigation of knowledge acquisition from newspaper stories. (DD)

Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Describes how to construct behavioral objectives based upon psycholinguistic reading processes. (MKM)

Examines research work done on how writers think as they compose in nonacademic settings and relates their findings to reading instruction. (HOD)

Finds that giving students background knowledge of a subject improved their performances on a test of reading comprehension. (AEA)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Activities based on newspapers can help students to develop four reading-thinking skills--remembering, inferring, evaluating, and appreciating. (JM)

Concludes that (1) knowing whether we comprehend as we read is indispensible to the process of understanding itself; and (2) without self-monitoring, there can be little textbook learning and even less hope for informed participation in democracy. (FL)

Differences in readers' perceptual style and conceptual temp may influence how they select, perceive, and organize graphic information for meaning. (RB)

Questions three assumptions about the diagnosis and correction of reading problems. (MKM)

Promotes active involvement in the reading/thinking process, leading students to better retention and interpretation of text information. (AEA)

Describes a study of the background knowledge of college students from remedial English, regular composition, and English-as-a-second-language classrooms, indicating that remedial students often do not have the background information network necessary to cope with materials. (HTH)

Teaching students test wiseness can have a number of positive results, including improving the validity of the tests themselves and improving the scores of minority students on tests. (AEA)