Describes several mental theater exercises that act as a powerful antidote to the confused helplessness that remedial readers often endure. Suggests that these exercises help students to learn new ways to achieve control over their own mental processes during reading. (SR)

Describes the varied teaching activities of a reading specialist. Discusses how her role is already what she would like it to be and what she would like to change. (SR)

Discusses using index card improvisations to review story structure and characterization with eighth-grade students. Notes that students were quickly able to construct a story that their peers enjoyed. (RS)

Describes the phonic/analytic/syntactic method used for teaching reading in grades one through four in Cuba. (AEA)

Discusses providing developmental learners with the opportunity to hear and respond to vignettes (short, descriptive literary sketches such as those in "The House on Mango Street"). Notes that the activity allowed students to experiment with another writing style and to use figurative language in a creative way. (RS)

Describes a six-step comprehension framework that was used to help academically gifted ninth graders improve their reading comprehension and tackle difficult texts. (SR)

Describes a method that offers content area teachers a practical way to help groups of students who have difficulty in reading by producing content material rewritten on a level the students can comprehend. (AEA)

Describes the techniques of critical reading and how they were taught to college students in an honors writing class. (JT)

Discusses four reading strategies or teaching techniques (the jigsaw method, anticipation/reaction guides, "What I Know," and self-questioning) found to be key in helping inservice teachers overcome their reluctance to teach reading in content area classes. (RS)

Describes VOCAB-LIT, a technique for helping students understand literary elements through vocabulary study. Finds that the VOCAB-LIT technique is an effective strategy for integrating vocabulary study and literature study. (RS)

Discusses the procedures and rationale for teaching students to connect new words with gestures or psychomotor meaning as well as semantic meaning. (HTH)

Describes the planning and preparation involved in an authors' week, where authors of children's books took part in school discussion groups. (MKM)

Student involvement is a high priority in a University of Minnesota study skills curriculum where students evaluate study habits on their campus, create their own academic aids, and disseminate important course material. (MKM)

Describes a vocabulary instructional unit and the repeated encouragement, modeling, and review that helped seventh and eighth graders use context clues to learn the meanings of new words. Discusses characteristics of the instruction that contributed to its effectiveness. (SR)

Presents a teaching strategy that uses modeling, discussion, and group work to teach reading research strategies in context. (SR)