Concludes that despite the potential disruption to the flow of understanding, readers' use of lookups is a necessary and appropriate fixup activity when reading only is inadequate for remedying text confusions. (FL)

Concludes that vocabulary knowledge can produce effects on reading comprehension, but that the nature of the effects depends on the method used to present the knowledge and the manner used to measure reading comprehension. (FL)

Examines some of the intentions that guided research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of it. Concludes with some suggestions for using story structures as a teaching tool. (FL)

Examines teachers' decisions to make adjustments in their preplanned discussion routines to better facilitate students' comprehension of previously assigned content area materials in terms of how texts figured into those decisions. (FL)

Shows that "Slicing the task"--reducing the amount of print a student has to read at a given time by inserting questions into the text--may be effective with good readers but not for poor readers. (FL)

Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)