Provides a brief overview regarding the pedagogy of applying literary theory to second language instruction. Suggestions include urging others to incorporate a brief model of a literary theory, noting the problems of this model, and demonstrating how the model can be applied to texts that exemplify the problem. (CB)

The purpose of this study was to determine if differences in the ability to prioritize information located in texts exists for 75 third- and 62 fifth-grade students of various reading achievement levels. Results are discussed, and implications for instruction are considered. (Author/MT)

Discusses the common beliefs that (1) understanding poetry is an individual act, (2) each person's understanding of a poem is equally valid, and (3) observers must superimpose meaning over nonmeaning. Argues that, unlike science and mathematics, there are any number of "right" answers in the interpretation of poetry. (JD)

The reader's role in constructing stories is explored, and the role of participants in shaping a group text is examined. Parts of discussions by two groups of eighth-graders are reproduced and interpreted. (MT)

In a modified replication study, a general question intended to capture spontaneous detection of inconsistent information found neither good nor poor comprehenders successful. In response to a specific question, however, good comprehenders evinced far superior error detection than poor comprehenders. Reasons are speculated upon. (Author/MT)

Discusses how metaphors are most effective at generating readers'"epiphany" or insight. (HTH)

Takes the position that (1) metacognition is a general and pervasive aspect of cognitive development, (2) is fostered by schooling and appears to be a necessary condition to success in schooling, and that (3) metacognitive skills develop when the individual is faced with both the need to know and a source of information about strategic processes…

Contends that symbol-hunting is a more effective way of studying poetry than close reading. (DD)

Students should be asked to act out short stories to sharpen their critical skills. (DD)

Affirms that critical reading can be taught in basic reading courses and suggests several teaching techniques to improve critical reading skills. (RB)

Describes research on the use of focus-type materials to improve reading comprehension among junior college freshmen, concluding that the use of organizers significantly increased comprehension test scores. (RB)

Describes a technique for teaching introductory poetry to college students using At Grass'' by Philip Larkin. (RB)