Concludes that middle school and high school students are rarely involved in discussions (as opposed to recitations) of their content reading assignments. Includes three sources of information for helping teachers help their students learn from text. (FL)

Replicates a 1977 study and reaches similar conclusions: specifically, that schematic interpretations have a high relationship to prior knowledge. (FL)

Reaffirms the relationship between classification and reading and supports the emphasis on the substrata factor theory on classification and superordination in particular. (FL)

Discusses the use of analogy strategies, which involve comparing word parts to other known words, to teach reading. Reports on a study that showed positive effects from teaching analogy strategies to second-grade students and to learning disabled fifth-grade students. (FL)

Describes a program in which three educational institutions collaborated to create and implement a multisensory reading/language arts program that focuses on language arts integration, sequential skills learning, and individualized instruction. (FL)

Annotates books related to writing and reading, dictionaries and reference books, poetry, drama, children's and adolescents' literature, mass media, and computer software. (HOD)

Using evidence drawn from classroom observations of grades eight and 11, the article addresses the question: If content area teachers are not implementing the methods that reading educators suggest, what are the characteristics of existing instruction? (HOD)

Examines whether eighth grade students acquired measurable knowledge about unfamiliar words while reading natural text. Suggests that incidental learning from context accounts for a substantial proportion of the vocabulary growth that occurs during the school years. (HOD)

Describes dialogue journals, which provide natural, functional experiences with both reading and writing. Suggests guidelines for both their classroom implementation and for teachers' responses to children's journal entries. (FL)

Discusses the job-related factors that may make remedial reading teachers more susceptible to professional exhaustion. Lists ways in which supervisors can help teachers cope with burnout. (HTH)

Uses the Bradley Inventory of Reading Comprehension Software to evaluate surface characteristics (including documentation and instructional design) of microcomputer reading comprehension programs produced by Scott Foresman, Random House, Control Data Corporation, and Basic Learning Systems. All four programs received high scores, but the Scott…

Concludes that teachers' questions influence both the sorts of inferences fifth-grade students draw from a text and how well they integrate the new information with what they already know. Argues that they learn best the things they are asked about. (FL)

Concludes that round robin reading is an accepted and widely used method of teaching science and social studies in the fifth grade in South Dakota, in spite of the fact that administrators and teachers doubt its value. (FL)

Examines six randomly selected reading methods textbooks to determine the authors' perspectives on commercial reading materials and their use in elementary school classrooms. Concludes that most authors are relatively uncritical in their advocacy of commercial materials. (FL)

Reports the results of a study to determine the most frequently reviewed topics in reading research and the most frequently cited research reviews. (AEA)