Considers the use of graphic aids with regard to readers' ability to integrate graphic with written information. Points out students' need for instructional activities that develop skills such as inference through information coordination of the graphic aid, text, and prior knowledge. Presents the three stages of the GIL. (JK)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

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

Introduces a two-step instructional model that promotes independence in reading comprehension by transferring responsibility for strategy use to the students throughout the course of instruction. Includes extended examples. (NKA)