Develops a three sequence program through which elementary-grade children can follow the "picture to paragraph" structure to mastery of comprehension skills ranging from simple details to construction of a report in a content area. (MD)

Outlines the remedial program at Quinsigamond Community College in Worcester, Massachusetts, which is designed to reduce the high dropout rate in junior colleges. Bibliography. (RW)

Surveys the scope of reading programs in five Florida junior colleges. Part I of the report may be found in the December 1969 issue of this journal. (RW)

Training to self-monitor reading comprehension was undertaken with 120 learning disabled eighth and ninth graders and normally achieving sixth graders. It was hypothesized that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems. (Author/SEW)

Offers suggestions, exercises, and resources for teaching students how to study and appreciate language. (RL)

Twenty-three classroom projects are suggested, involving use of: (1) poetry and other language arts skills; (2) basketball terminology; (3) Thanksgiving themes; (4) history and geography; and (5) bulletin board ideas. (PP)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Discusses classroom situations that foster superficial discussion of literature and suggests that teachers focus on what students write rather than how, in order to encourage open exchange of ideas. (HTH)

Discusses four major research problems concerned with the application of learning strategies in the context of computer-based military technical training that have been addressed by an ongoing four-year effort. Nineteen references are listed. (LLS)

Describes a method to improve student comprehension of content area materials that involves three distinct readings, each followed by a progressively more detailed graphic overview of the content. (HTH)

Two experiments investigated learners' procedures in acquiring knowledge from maps. The better learners used successful techniques for encoding spatial information, evaluating their progress, focusing attention on unlearned information, and partitioning the map by spatial region or concept. Visual memory ability was also important. (Author/GDC)