Reports findings of study that examined the ways in which third, sixth, and ninth grade students made meaning when they were involved in reading and writing activities. (FL)

Describes the InQuest Procedure, which actively involves the reader or listener with narrative text through a combination of student questioning and spontaneous drama techniques. (FL)

Concludes that the textbook series examined contained questions that required some higher order thinking, but no opportunities for expansion, no integrated sets of questions focusing on particular concepts or skills, and no sets of open questions focusing on particular concepts or skills. Reveals that textbooks for poor readers included more…

A communicative classroom procedure designed to give students initial practice in deriving notes and summaries from a written text is described. Using various kinds of classroom interaction, the procedure allows practice in recognition, production, and evaluation of paragraph summaries in note form. A piece of text used with adult and college…

An ESL reading efficienty course was designed to tackle "sheer volume," frequently the nonnative speaker's greatest difficulty with university courses. Using overhead transparencies coupled with tape recordings, and eventually proceeding to real textbooks, sufficient practice was accomplished in the immediate controlled situation, but…

A major goal of the social studies teacher should be to nurture independent reading-thinking habits, including inquisitiveness, critical thinking, and evaluation of ideas presented in information. How this can be done through skillful question planning is discussed. (RM)

Focuses on (1) the acquisition and use of word representations and (2) the acquisition of the alphabetic code. Urges that instruction provide conditions to promote the learning of three types of representation--word forms, letter patterns, and mapping. (RDN)

Finds that a story mapping procedure significantly improved fifth-grade students' comprehension, but finds no difference between a typical basal lesson using a discussion of oral and written questions as a review and a story map as a review to improve comprehension. (FL)

Reviews the Spadafore Diagnostic Reading Test, which is used to determine decoding and reading comprehension levels and to give detailed diagnostic information. Concludes that it is not an improvement on similar inventories published previously. (HOD)

The presently viewed role and utility of measures of instructional sensitivity are summarized. A case is made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not be restricted to criterion-referenced mastery tests. (Author/BW)

Describes how a content area reading program was introduced to two country high schools and the steps taken to encourage its dissemination into neighboring schools. (RBW)

Presents guidelines that enable classroom teachers to help mildly handicapped students develop two types of text lookback strategies and offers a series of explicit teaching activities that emphasize direct, student-centered instruction. (HOD)

Discusses objectives that can be accomplished through the study of proverbs. Suggests a number of exercises involving proverbs that can be used to improve reading comprehension and hone writing skills and to develop a vocabulary. (RBW)

Reports findings of a study demonstrating that language experience techniques can help students comprehend math story problems and successfully apply the mathematical concepts necessary for their solution. (FL)

Provides an overview of the recent changes in the theoretical conception of memory and language comprehension and how these are influencing reading research, assessment, and teaching. (FL)