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

Learning centers can be developed in secondary school subject area classes to encourage independence and to help the teacher individualize instruction. (MKM)

Describes a brainstorming/conceptualization activity suitable for adult, secondary, and college levels which serves as a preliminary exercise to test students' prior knowledge and to activate a schema for deeper immersion into a text. Describes how students use the activities to construct a sentence which defines the purpose of their textbook. (RS)

Analyzes four assumptions about reading and literature put forward by English-as-a-Second/Foreign-Language (ESL/FL) communicative approach theorists. Briefly contrasts the assumptions with the assumptions of the audiolingual approach. Shows how communicative theories can be applied in the ESL/FL literature classrooms. (RS)

Considers the use of graphic aids with regard to readers' ability to integrate graphic with written information. Points out students' need for instructional activities that develop skills such as inference through information coordination of the graphic aid, text, and prior knowledge. Presents the three stages of the GIL. (JK)

Describes an activity in which students learn new words by guessing the meaning in isolation, in context, and then by looking in a dictionary. Notes that the pressure on students to be correct is removed by having different students guess the meaning at each stage of the activity. (RS)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

Contributors suggest ways to (1) phrase reading for second-language learners, (2) improve comprehension through creative mapping, (3) improve student "browsing" skills in a library, and (4) help students overcome writer's block. (FL)

Suggestions are offered for motivating ninth grade low readers with a combination of bookmaking and tutoring, for motivating college basic reading skills students with four learning strategies, and for using writing as a means of communication for learning disabled students. (HOD)

Presents contributors' suggestions concerning (1) creative responses to recreational reading, (2) multisensory approches to spelling, (3) writing assignments for remedial readers, and (4) ways to keep track of students' reading interests. (FL)

Suggests not a unit or single project but an approach that weaves folklore into an existing curriculum. Presents ideas included at appropriate points in an eleventh grade American literature course to enrich student experiences through activities that tap into students' family experiences. (RS)

Describes a high school writing project which resulted in a science fiction novel. (MKM)

Describes a 7-step 10-second previewing technique designed to increase reading comprehension of textbooks. Notes that the technique is adaptable to students at all levels. (RS)