Reviews current approaches to the assessment of the great variety of retellings encountered by teacher and tutor. Proposes a set of three criteria by which teachers can judge whether approaches to retellings developed by researchers are likely to be useful in classroom settings. (JK)

Provides a teacher study questionnaire and tables for two follow-up studies (observational and field) investigating questions of improved achievement through unit construction and increase in the likelihood of teachers employing reading and writing instruction. Concludes efficacy of units on teaching techniques. (JK)

Describes the lack of substantial knowledge base about the nature of adult reading schemata and adult skill acquisition processes, posits reasons for the lack, and points out areas in adult reading that need to be addressed by researchers, such as materials, programs, and instructional methods. (SKC)

Describes a teaching unit for junior high school content area classes that is intended to provide students with effective strategies for reading nonfiction. The unit involves independent reading, research, and writing activities which culminate in the publication of student-written nonfiction books on topics of the student's choice. (SKC)

After analyzing 40 speed reading texts, a study concluded that in order for these books to accurately reflect the empirical reading research they should recognize the upper limits of genuine reading (300 to 600 wpm) and limit the recommended area of eye fixation to three or fewer words. (SRT)

Investigates how 10 proficient Taiwanese English-as-a-foreign-language college readers employ intertextuality as a constructive strategy to comprehend and interpret literary texts. Finds four intertextual patterns: storying, integrating, evaluating, and associating. Argues that the more students can link their previous literacy experiences, the…

Examines comprehension strategies experienced readers use to deal with very difficult text. (HOD)

Presents a model of introducing content area reading strategies to preservice teachers, which goes beyond simply presenting instructional strategies to show novices how to match strategies to the teaching situation. (SR)

Describes a classroom-based research project that investigated how talking and writing about the novel "Sarah, Plain and Tall" (by Patricia MacLachlan) and rereading parts as a group helped four deaf teenagers build meaning and broaden their understanding of the story. (SR)

Describes an attempt to implement extended reading strategy instruction with preservice teachers in undergraduate reading methods courses. Describes students' use of the strategy and their reactions to it. Finds it helped them develop a better conception of comprehension and how to teach it. (SR)

Recommends teaching students to use text structure clues to determine the organizational patterns of content material and instructing students to use these patterns to predict possible test questions, because many students are not aware of text structure clues and consequently do not apply them to their text reading. (SKC)

Explores the nature of illiteracy for adults who have made no or minimal progress in learning to read or write. Finds further support for using the whole language approach and the language experience approach for adult beginning readers. (RS)

Describes specific problems that students encounter when they begin the transition into content area studies. Examines a recent research summary on study skills for suggestions about how to address these problems. (MM)

Reviews relevant research in reading comprehension strategies and cooperative learning methods. Describes reading strategy groups as an approach for content area instruction, along with practical suggestions for implementation. (JD)

Discusses the use of the Study Skills Questionnaire to help college freshmen increase their knowledge of their own study strategies, including the ability to think on different levels, their task completion strategies, and the use of study aids. Suggests college faculty use results of the questionnaire to adjust teaching methods to student needs.…