Describes two word-recognition activities and a cross-age tutoring program that have proven successful in developing poor readers' sight vocabulary. (MKM)

Describes a note taking and teaching strategy designed to help students think during lectures and assimilate material in a synthesized form via small group and written recapitulation. (MKM)

Proposes adapting holistic scoring to oral retellings of stories as a means of developing students' concepts of interrelationships and their higher levels of comprehension. (FL)

Provides teachers with instructions on effectively using student journals in classes at all levels. Gives examples of different types of personal writing students can engage in, suggests ways to respond to them, and lists benefits of and reservations about using journals in writing classes. (SKC)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Describes six study and notetaking techniques for reading/learning disabled adolescents and suggests circulating a series of training notes to help high school teachers incorporate reading techniques into the content area classrooms. (HOD)

Provides activities for teaching the skill of comparison using various parts of newspapers. (SRT)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Describes a strategy used to teach health-related vocabulary that required students to understand and make value judgments about the words. (MKM)

Describes how the "Read a Book in an Hour" teaching technique may be incorporated in programs dealing with written composition and reading comprehension. (DD)

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

Suggests that the use of newspapers in the remedial reading classroom will emphasize the transfer of the process of main idea from known levels to more extensive contexts by offering realistic application on multiple levels--pictures, words, sentences, and paragraphs. (SRT)

Describes ways to use reading, reaction, and vocabulary extension guides to help maintain students' interest in poetry. (KS)

Suggests a structured response format for interpreting literary characters in death-related literature using Kubler-Ross's five stages of confronting death. (AEA)

Reviews materials in the ERIC data base that can be used to teach students test-wiseness skills such as cue- using strategies, time using, error avoidance, guessing, deductive reasoning, answering analogies, and answering multiple choice questions. (MKM)