Argues that teachers can help students improve their learning by understanding the reasons why students have not been successful, by identifying strategies that promote active participation in the learning process, and by teaching students how to become more responsible for their own learning. (RAE)

Reviews literature on (1) prerequisite skills students should develop prior to learning a textbook-study system, (2) teaching activities undertaken before introducing a system to a class, and (3) recommended procedures for teaching SQ3R. (FL)

Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. The goal of this paper is to reflect on several lessons using research-based vocabulary strategies, and to present think-alouds that detail the steps in matching instructional design with those strategies in order to reach the learning outcome.…

Defines the set of characteristics known as cognitive style, suggests how these traits possibly influence reading behavior, and cites some of their ramifications for classroom reading instruction. (FL)

Contends that comprehension is the specific result of a reader's interaction with the text and the context in which the interaction occurs. Offers four features that might form the context of comprehension: methods of measurement, instructional environment, the text, and individual differences within the reader. (FL)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Provides methods teachers can use to help remedial readers attack both monosyllabic and multisyllabic words they do not recognize. (FL)

Discusses how teachers can begin to create contexts in which reading excites children and links them effectively with books in a variety of genres. Argues that literature is a vehicle for creating contexts to facilitate intellectual growth and critical thinking. (RS)

Presents a method for improving reading comprehension through direct instruction of inductive reasoning. Students gather clues to personality of characters as play progresses and from these arrive at an overall generalization concerning the complexities of the character. (SRT)