Outlines seven basic concepts regarding teachers' understanding of the comprehension process and proposes several instructional strategies based on the concepts, each of which actively involves children in reading. (FL)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Examines reading as a problem-solving process and suggests that those processes evident in reading successfully and in successful problem solving can be made conscious, thus enhancing children's success in both areas. (FL)

Argues that reading teachers need to be aware of the art of hypothesizing ("guessing") and foster its development in their students. Offers guidelines to facilitate guessing. (FL)

Deaf elementary and secondary students were found to be less skilled when reading stories in "elaboration" (i.e., drawing conclusions through interpretation of details), a process requiring higher-order thinking skills. An approach to teaching these skills is described that compares and contrasts a series of stories sharing a common theme. (VW)

Reviews work in the connection between imagery and reading that has taken place recently in order to discover productive classroom practices aid reading comprehension. (FL)

Proposing the meeting of student and curriculum as a dialogue, this paper explores that meeting as an active participation in which students both "hear" the voice of the curriculum and "speak" to it. The paper argues that for such a dialogue to occur, each participant's language must have not only ideas to share and questions…

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

Arguing that teachers need to provide direct instruction if they expect children to learn to apply semantic or syntactic clues as they are reading, this paper presents a variety of activities for teaching children to use context clues. Among the more than 35 activities described are: gathering clues from pictures, using a language experience…

The focus article in this newsletter contains a discussion of the theory of reading as a thinking process and offers practical suggestions for implementing instruction in teaching reading as a thinking process. The section on theory is based on observations of the reading process as perceived by psycholinguists such as Frank Smith and Kenneth…

Outlines procedures used in an investigation of college students' thinking aloud protocols and discusses the framework developed for differentiating student-text interactions and identifying the common problems of less able comprehenders. Suggests ways to use protocols to look into the ways students comprehend texts, to identify comprehension…

Uses findings from story grammar research to create guidelines to help students in writing book reports and describes applications of the guidelines as they were used in a second and a fifth grade classroom. (FL)

Describes an informal assessment procedure that uses think alouds (readers' verbal self-reports about their thinking processes) to obtain information about how they attempt to construct meaning from text. (MG)

Techniques developed to address the reading problems of an adult English as a second language (ESL) class are described. An intensive English course was developed for a group of Arabic-speaking vocational education administrators who had several years of English training. However, they performed poorly on the lowest level of a reading series.…