Discusses the college open admissions policy and the difficulties for those who enter without sufficient reading skills to do college work. Outlines the content, organization, and teaching approach of a developmental reading course for such students. (RW)

Poses six unsolved problems related to reading, including terminology, theoretical models, researchers expertise, teacher preparedness, reading retardation, and critical reading, as significant subjects warranting further study. Bibliography. (MD)

Probes the effects which syntax and semantics can have on readers of news stories and points to several ways in which reading education can help students develop skill in critically interpreting what they read. (MD)

Supports the position that white literary critics cannot judge black writing, and suggests that they settle for stylistic analysis. (RD)

The literature and research on reading and the gifted student at the preschool, elementary, and secondary levels are reviewed, and suggestions for the classroom are offered. Approaches to instruction for the gifted might include critical and creative reading, grouping gifted readers together, and inquiry reading. (SEW)

Describes activities and courses designed to help gifted secondary school students develop their skills in critical analysis and verbal expression. (FL)

Presents a formula for essay writing that forces the student to adopt a point of view from which to analyze and evaluate an author's argument. The format also addresses the problem of organization and mechanics. (HTH)

Discusses Piaget's notion of intelligence, characteristics of formal operational thought, and the relationship between formal thought and reading ability. (HOD)

Suggests that teachers have students apply a three-stage approach to the study of short stories. Notes that having students define the subject, specific theme, and larger theme of a literary work will develop their critical reading skills. (RL)

Suggests that teaching students how to think critically and to transfer this skill to reading can increase students' comprehension and standardized reading test scores. (AEA)

Proposes a shift in the focus of literary studies to emphasize practical criticism and critical reading of literature within the context of social values. (RL)

Advises ways of using empirical research methodology in the classroom to nurture sustained, motivated, careful reading of literature. (RL)

Reports on a study that was designed to develop a critical thinking/reading model based on professional opinion, to create a critical thinking/reading evaluation instrument for grades three through six, and to validate that instrument. (FL)