Summarizes and interprets Wole Soyinka's play "Death and the King's Horseman," clarifying some of the shared misunderstandings dividing African and European cultures. Relates the play's theme to the creative acts of teaching and learning. (DMM)

Suggests that integrating story maps into a reading lesson helps readers attend to details as well as to relationships between story elements before, during, and after reading. Reports findings of a study to support this belief. (FL)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Develops the viewpoint that the obstacles confronting the disabled reader have parallels in many of the problems the young child faces in learning to read. Discusses reading as passive behavior, teaching strategies, programs designed around the learner's deficits, and limited listening activities to extend syntactic and semantic competence. (FL)

Suggests teaching a compare/contrast method of word identification rather than teaching syllabication rules to decode words and describes research investigating this technique. (MKM)

Provides a theoretical framework for thinking about how students read literature through the notions of envisionment-building and stories. Discusses possibilities for instruction. (MG)

Explains how the Sophistic tradition, an alternative to the Platonic-Aristotelian rhetorical tradition, provides the historical foundation for a paralogic rhetoric that treats discourse production and analysis as open-ended dialogic activities and not as a codifiable system. Argues that teachers must examine the powerful paralogic/hermeneutic…

Describes the Metacomprehension Strategy Index, a multiple-choice questionnaire, and its supporting validity and reliability data. Discusses how teachers can use and interpret this information to evaluate middle and upper elementary students' knowledge of strategic reading processes. (MG)

Describes the development of reading fluency and expression, noting connections among oral reading fluency, word recognition, and spelling. The article presents a model of the stages of literacy development that recognizes the role of tacit knowledge in learning to read and write. A spelling inventory for teachers is included. (SM)

Provides an overview of the reading comprehension process from an interactionist perspective. Reviews key components of effective comprehension instruction, including metacognitive instruction. Gives examples of instructional interventions that have been implemented successfully with students experiencing reading difficulties. (RS)

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)

Review of the research on the reading fluency training using repeated reading training procedures offers theoretical explanations for nonfluent reading, descriptions of repeated reading methods, outcome data organized as answers to practical questions, efficacy data on single word and phrase fluency training, general principles of fluency training…