Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Presents an acrostic of the word "summary" designed to help students write a summary correctly. (RS)

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Presents strategies designed to provide students with an organizational pattern to help them generate clear thinking, reading, and writing. (RS)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)

Discusses a textbook annotation strategy. Examines the effectiveness and efficiency of the strategy. Finds that training students to annotate text enables them to perform effectively over time. Presents practical teaching suggestions for working with different types of students. (RS)

Evaluates the effectiveness of the PORPE (Predict, Organize, Rehearse, Practice, Evaluate) integrated study strategy system in increasing college students' learning in an actual classroom setting. Finds that PORPE is a practical, durable strategy for learning content area concepts. (RS)

Develops an Information Text Reading Activity (ITRA), a conceptual framework for presenting reading lessons that will engage students in reading informational text actively. Notes that the framework provides a basis for selecting and evaluating instructional activities and assists the teacher in moving students toward independence in learning. (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)

Describes a highly effective reading program that focuses on learning strategies and the thinking process. (RB)

Provides a basis for understanding reading comprehension through the interactive components of metacognition (person, goal, task, and strategies). Suggests specific classroom techniques to encourage students to become self directed readers. (RS)

Describes "inductive towers," a visual medium for inductive thinking in secondary classrooms. Argues that teachers can use inductive towers to show how theories are formed in the social sciences. Explains how students can build inductive towers to practice inductive thinking, analyze information, or organize information-gathering in a…

Shows how "concept of definition" (CD) instruction (instruction which organizes conceptual information into categories, properties, and illustrations) can be applied to content area reading. Presents several lessons and activities which develop strategies for combining new text information with prior knowledge and for self-monitoring…

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)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)