Defines metacognition and claims that it is a central aspect of students' steadily improving reading ability. Shows how teachers can teach their students useful metacognitive reading strategies. (HB)

Finds that (1) after question-answer relationship/metacognitive instruction, students answered a significantly larger percentage of the comprehension questions in their social studies textbook; (2) students so trained showed an increased ability to answer all three types of questions; and (3) there was minimal gain on students' posttest mean score…

This response to Gersten and Dimino (EC 606 357) sees whole language as a perspective on language instruction rather than as an instructional procedure. Three other perspectives on language instruction are suggested--cognitive, sociocultural, and developmental--and are illustrated with sample cases, to demonstrate their contributions to a…

Presents a strategy called "Getting to Know My Character" that is useful for helping young and at-risk readers recognize information about story characters to increase their reading comprehension. (SR)

Provides the reactions of Louise M. Rosenblatt, a key figure in the field of reader response criticism, to the developments in reading, writing, and critical theory in the 1980s. Gives a brief personal history of Rosenblatt and the field. Describes her transactional theory and interpretations of it by other critics. (HB)

Discusses mythology and its potential impact on adolescent readers. Discusses the relevance of mythology and the elements in all mythologies. (MG)

Proposes using literature to teach reading to learning-disabled students as an alternative to basal readers, because authentic text is more predictable, cohesive, and interesting. Additional components of a literature-based program include reading aloud, silent reading, self-selection of materials, meaning-centered curriculum, oral response…

Describes the positive experiences of veteran teachers who have switched from basal reading to the whole language approach. (PRA)

Describes "textsets" (two or more books related in some way) and how they can be used to benefit students. Includes suggestions that may prove to be helpful when considering using textsets in the classroom. (MG)

This review of the literature on graphic organizers includes discussion of background readings, the research base, applications, books, journal articles, and ERIC documents. Resources on creating and managing the literate classroom and on language arts activities are also described. (MES)

Discusses how the authors collaborated to develop a literacy curriculum, using environmental print, for a public school prekindergarten program for at-risk four year olds. (MG)

Ascertains the nature of secondary reading programs in American-sponsored Overseas Schools (A/OS). Finds that (1) the programs are most often remedial; (2) programs offer reading instruction as part of content courses or as required courses; and (3) there are very few certified reading personnel. Concludes that the A/OS needs to include reading…

Discusses the procedures for using the Classroom Reading Miscue Assessment which was developed by Denver area Coordinators/Consultants Applying Whole Language to help teachers efficiently gather miscue data. (MG)

Suggests changes in the Guided Reading format based on recent research on the nature of reading and reading instruction. Emphasizes the dynamic process of constructing meaning from text. (MG)

Explores the theories and practices of the Writing to Read program and its effectiveness in teaching children to write and read. Addresses the criticisms of the program that have recently come to light. (MG)