Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Finds that sixth- and eighth-grade students were equally able to participate in discussions of books, answering many questions at interpretive and evaluative levels of thinking. (HOD)

Compares the summary writing strategies used by professional writers, remedial college English students, and outstanding high school students. Concludes that the subjects fell into two groups--amateur and professional, with evident differences in reading processes, note taking, abstracting, monitoring, analyzing, and writing processes. (FL)