Levels of comprehension skills in the reading of literary works are identified and represented in a set of questions comprising an informal reading inventory. Literal and inferential levels of comprehension are explained, and ground rules for developing a set of inventory questions are presented for use. (DF)

The change in literature students from those with a strong literature background to those of the "Me" generation who have little exposure to critical reading is explored. Their subjective experiences applied to literature study can be more beneficial than traditional critical theories. (HTH)

Describes a course in which students choose the poet they want to study and learn that the process of reading poetry is one of discovery of meaning, even for the teacher. (MKM)

Explains that a Middle School Literacy Teacher Expert supports and guides teachers with innovative strategies to help students master basic literacy skills to become lifelong learners. Explains the A.C.T.I.V.E. strategy to encourage students to ask, comment, track down, infer, visualize, and Eureka! (synthesize). (PM)

Contends that talking about texts in a conversational environment, during and after reading, allows students to think about a text and think about their thinking. Explains "conversation sparks," which push students to make a variety of type of comments that include predictions, questions, clarifications, and inferences. Concludes that giving…

Discusses the Facts and Feelings Response Diary strategy for assisting middle school students in inclusive settings to connect both efferently and aesthetically with informational text. Notes that this activity stimulates students to focus their attention on important facts and details and to use their prior experiences, feelings, interests,…

Discusses a teaching method for John Steinbeck's "The Chrysanthemums" which focuses on word choice, symbolism, character interaction, and gender roles. Proposes that such a close study should reveal to students that Steinbeck should be considered one of America's most talented writers. (PM)

Notes that with so many multivoice novels accessible to teens, there is a great opportunity to expand students' reading repertoire. Proposes that young adult novels are an excellent transition to classic literature that may seem remote or difficult. Offers advice on teaching multivoice novels. Concludes that multivoice novels show young readers…

Describes web literacy instruction developed and implemented in response to students' needs as part of an English-as-a-Foreign-Language academic skills preparation curriculum. The goals of the instruction are to introduce critical reading strategies and develop computer literacy skills. (Author/VWL)

Describes the use of a focused learning strategy designed to help students in developing critical reading and writing skills. A major focus of the "learning to learn" strategy is decreasing student passivity through structured silent reading of relevant magazine and newspaper articles in a small group cooperative learning situation. (DMM)

Literary classics encourage children to ask questions and seek answers that address universal problems. Such books make terrific springboards for critical thinking. This article provides information about a successful classics program, Junior Great Books, and discusses how the program's strategy can be applied in the classroom. (IAH)

Describes an instructional model for presenting students with opportunities to analyze, synthesize, and evaluate ideas through cooperative problem solving. Provides suggestions for implementation using examples from the author's classroom experiences. (MM)

Reviews SEEN, a computer tutorial program which guides students as they first define and then systematically develop their interpretative skills. Finds it to be one of the most useful tools available for teaching literature. (MG)

Suggests the use of phony documents to interest students and provide them with an opportunity to develop critical thinking skills and practice historical investigative methods. Gives examples of documents that can be presented to students to determine authenticity. Offers advice on preparing phony documents to use in the classroom. (DK)

Outlines six activities for upper primary and/or lower secondary classes in an Australian school which focus on social responsibility as it relates to social justice. (NH)