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 a highly effective reading program that focuses on learning strategies and the thinking process. (RB)

Reviews the Learning and Study Strategies Inventory--High School Version (LASSI--HS). Notes strengths of the inventory--its focus on processes of learning rather than the products; its usefulness for low-achieving students; and its focus on issues related to motivation. Notes the lack of validity evidence. (RS)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Reviews research findings on transfer of learning and indicates that current research (especially metacognition) holds considerable promise for a more complete understanding of the mechanisms of transfer. (NKA)

Suggests using writing to enhance students' learning of content material because a positive environment that encourages writing allows students to explore, analyze, and synthesize what they are learning in a content classroom. Enumerates principles for facilitating comprehension and recommends using a guided writing procedure. (SKC)

Explains a five-step study strategy (PORPE) that can be used in any content area: Predicting potential essay questions to guide subsequent study; Organizing key ideas using own words; Rehearsing the key ideas; Practicing the recall of the key ideas in self-assigned writing tasks; and Evaluating the completeness, accuracy, and appropriateness of…

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)

Compares the summary writing strategies used by professional writers, remedial college English students, and outstanding high school students. Concludes that the subjects fell into two groups--amateur and professional, with evident differences in reading processes, note taking, abstracting, monitoring, analyzing, and writing processes. (FL)