How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Identifies standards that may be used in evaluating research reviews. (HOD)

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)

Reviews the Nelson-Denny Reading Test (Forms E and F) and finds it an easy to use and valid norm-referenced survey test for determining the level of student reading achievement, assessing individual differences, and deriving group means. (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)

Draws information from documents in the ERIC system to define oral interpretation, demonstrate its benefits for students, and describe classroom approaches to oral interpretation, including readers' theatre. (DD)

Reviews the major research on notetaking, the conclusions of these studies, and suggestions for the classroom. Argues that moderately hearing impaired students can take their own notes under certain circumstances and that severely hearing impaired students can use others' notes since review is the most important function of notetaking. (RS)

Reviews the research on the relationship of metacognition to fluent reading and offers techniques for developing knowledge of and fluency in reading. (AEA)

Reviews the research by Louise Rosenblatt and suggests how it can be used by college instructors. (HOD)

What little research has been done with regard to secondary level remedial reading programs suggests that a whole language approach is beneficial. (DD)

Reviews research and informal experimentation on the use of the cloze procedure as an instructional tool to teach use of context. (MKM)

Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Traces significant developments in research, theory, and instruction in reading and learning from text, focusing on the secondary school level. (AEA)

Considers the impact of pictures in reading and instructional materials. Provides guidelines for selecting instructional materials, based on their pictorial stimuli, and describes research regarding the effects of pictures in reading instruction. (JT)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)