Describes the concept of cohesion in text, discusses the distinction between cohesion and coherence, and discusses the relationship of cohesion and coherence to the comprehension of written discourse. (DD)

Describes using a model of direct instruction, called EMQA (Explanation, Modeling, Questioning, and Application), as a framework for teaching the rules of summary writing. Argues that teaching students to summarize increases their comprehension of expository text. (SR)

Presents the issues in the cultural literacy debate as exemplified in an illuminating set of articles exchanged by E. D. Hirsch and John Warnock. (JD)

Describes using imaginary video to improve language skills in a developmental reading class for first-year college students. Discusses the value of imagery in reading instruction. (SR)

Discusses the use of excerpts from "Boswell's Life of Johnson" with high school students and suggests that Boswell's scholarship reflects a form of literary research. (MKM)

Explains the importance of the context of the purpose of reading to the final interpretation or understanding. (MKM)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

In spite of the fact that Shakespeare is difficult to read, as an adult the author thinks Shakespeare is worth reading for the message. (MKM)

Describes six myths about reading which often result in poor reading habits and inability to complete assigned readings. (RB)

Explores the aspects of memory that allow people to remember what they have comprehended from reading. (MKM)

Research indicates that many questions on reading comprehension tests can be answered from previous knowledge and are not dependent upon the passages in the tests. (MKM)

Results of study of response patterns to reading passages showed that not only do we take meaning from print, but we also bring meaning to print. (JM)

Recent studies show that, although graphemic clues are fundamental to reading, older readers can effectively use syntactic and semantic context to improve their perception of word possibilities; the teaching of reading should include helping students increase their use of these supplemental cues. (JM)