Describes how Carl Jung's four personality types might relate to the selection of particular reading instruction methods. (RB)

How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Argues that to be effective the reading teacher must be strong but sensitive at the same time. (RB)

Discusses a document structure called "nested lists" which allows an increased amount of information to be presented in a fixed amount of space while also maintaining its usability. (RS)

Presents three prediction strategies to ensure that prior knowledge activated about a topic is pertinent to a lesson's objective: (1) questions for prediction; (2) anticipation guides; and (3) key word strategies. (RAE)

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Describes a method for the teaching of basic reading skills through poetry. (RB)

Argues that awareness of the different ego states which students go through and the games they play can help teachers with otherwise unreachable students. (RB)

Suggests specific techniques for helping students learn to identify and verbalize main ideas in what they read. (RB)

Describes a technique for helping students develop the art of listening and understanding ideas. (RB)

Describes how the "Read a Book in an Hour" teaching technique may be incorporated in programs dealing with written composition and reading comprehension. (DD)

Considers ways to involve readers in "essential reading" in which students learn to discover the meaning of text and to determine the author's intentions. (MG)

Describes a plan designed to encourage students to read aloud by offering them bonus points for reading, letting them read as long as they want, and allowing them to designate the next oral reader. (RS)

Describes how current insights into literacy, teaching, and learning as social, collaborative processes can be incorporated into college reading and study skills classes. Suggests several cooperative activities and strategies, including small group discussion, forming permanent study groups, and sharing study habits. (MM)