Describes a study in which some graduate and undergraduate students failed to distinguish a spoof from serious reports of research. (MKM)

Describes a method for teaching reluctant students to develop the skills necessary to read a play. (RB)

Describes how to construct a reading guide to help students understand mathematical word problems. (MKM)

Provides examples of using the Directed Reading Activity as a framework for teaching students to comprehend literary text at varying levels of response. (HOD)

Presents the results of a minicourse to improve reading skills. (RB)

Describes a Silent Directed Thinking Activity that was based on an abridged version of Edgar Allan Poe's "The Cask of Amontillado" and used with eighth-grade remedial classes. (HOD)

Shows how a content area teacher can help students relate prior experiences to the new information to be gained through the reading assignment. (MKM)

Presents guidelines that enable classroom teachers to help mildly handicapped students develop two types of text lookback strategies and offers a series of explicit teaching activities that emphasize direct, student-centered instruction. (HOD)

Suggests applying questioning strategies based on literal, interpretive, and applied levels to reading assignments. (MKM)

Reports on a teacher survey designed to (1) determine the extent to which reading instruction is being offered beyond the reading classroom and (2) explain why some programs fail and some succeed. Suggests four steps to follow to develop a successful program. (NH)

Discusses a study that explored the effect of a guided reading strategy on the short- and long-term comprehension of disadvantaged students in a seventh-grade geography class. (DD)

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

Discusses details for establishing and evaluating student directed reading groups. (HOD)

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)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)