Results of a study that compared three instructional methods in teaching critical reading skills indicate that students performed better after direct instruction than after either using a workbook with corrective feedback or having no teacher intervention. (AEA)

Advocates the use of reading guides to help journalism students read and analyze textbooks critically. (HOD)

Points out the importance of making students aware of the role stereotypes play in literature and popular culture. Examines several examples of sex stereotypes found in literary classics and offers suggestions for dealing with them. (JL)

Offers guidelines for teaching children how to read critically and how to judge the authenticity and accuracy of fictional biographies and diaries. (FL)

Examines the powerful roles of rereading and revising within the writing process. Notes how the revision process develops student understanding of the properties of the written word. Suggests four ways by which English teachers may learn the interrelated processes of rereading and revising. (RL)

Offers a list of questions for teachers to ask their literature classes, including questions on the author, the style, the theme, the setting, and the plot. Notes how sequencing these questions can prepare students for other activities in literature appreciation. (RL)

Describes activities involving the reading and writing of television commercials that were designed to help first-grade students become alert to the structural and linguistic techniques used in commercial advertising. (HTH)

Examines the study of literature in Canadian schools. Focuses on how teachers engage students in literature and how teachers themselves respond to literature. (RL)

By classifying questions asked into categories of form, content, and affect, this analysis interprets Alan Purves' 1979 reanalysis of student responses to literature in a 1973 study. Notes that students emphasized form when viewing literature in the abstract, but that they looked at individual stories in terms of content and affect. (MKM)

Describes the techniques of critical reading and how they were taught to college students in an honors writing class. (JT)

Examines three representative short poems to illustrate some of the difficulties that traditional textual criticism would encounter with them. Outlines some ways in which different approaches could deal with these difficulties. (RL)

Describes documents in the ERIC data base that review research on schemata and reading comprehension and discuss the implications of using the schemata paradigm in educational research and practice. (MKM)

Offers an essay on the "obscenities" of Shakespeare's "Macbeth," to be used as a class exercise in critical reading, diction, and tone. (RL)

Recounts a method for advancing from literal to more subtle interpretations of language in literature. (HTH)