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

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

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)

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)

Examines comprehension strategies experienced readers use to deal with very difficult text. (HOD)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

High school students who read a short passage with a meaningful context recalled more of the passage than those who read it without a context. A think-aloud procedure revealed differences in processing during reading between the two groups. (MKM)

Traces a teacher's search for the flaw in and the solution for a tenth grader's thinking that creates a problem with comprehension. (HOD)

Describes one strategy designed to help students monitor their comprehension while reading content area materials. (HOD)

Suggests that chunking might improve the reading comprehension of good as well as poor readers. (FL)

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

Offers an instructional sequence based on the premise that the spelling of English words very often reflects meaning more than sound and designed to help students make use of this understanding in learning to spell and to increase their vocabulary. (AEA)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)