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)

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)

Describes the developmental college reading lab at the University of Georgia that is holistic and content-based, emphasizing individualized. direct instruction by qualified staff. (HOD)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)

Examines the theoretical and research perspectives (including metacognition, schema theory, and text structure) related to the direct instruction of comprehension at the college level for developmental readers. Concludes that many such strategies are not grounded in solid research bases and recommends that future research focus on the…