Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Describes a procedure termed free associational assessment that uses free recall and associational thinking. A sample lesson is provided. (HOD)

Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

Examines the concept of the cognitively active learner and discusses the following categories of learning strategies: rehearsal, elaboration, organization, comprehension monitoring, and affective. (NKA)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)

Notes that appropriate materials are hard to find for refugees of marginal reading ability in English as a second language programs and describes teacher-made exercises that use the students' prior knowledge and experience. (HOD)