Activities based on newspapers can help students to develop four reading-thinking skills--remembering, inferring, evaluating, and appreciating. (JM)

Promotes active involvement in the reading/thinking process, leading students to better retention and interpretation of text information. (AEA)

Teaching students test wiseness can have a number of positive results, including improving the validity of the tests themselves and improving the scores of minority students on tests. (AEA)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

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

Describes a self-instructional photo-study learning center on comprehension skills for remedial readers. (MKM)

Describes one strategy designed to help students monitor their comprehension while reading content area materials. (HOD)

Explains why the frequently taught study skill method SQ3R--survey, question, read, recite, review--works is based on an information processing theory of learning. (MKM)

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

Examines ways to overcome the skills approach to reading instruction. Shows how to adapt typical skills lessons for use as strategy lessons based on a socio- and psycholinguistic model of reading. Presents two adapatations of skills lessons. (FL)

Presents several guidelines for creating lessons to teach critical thinking skills, a model lesson using these guidelines, and an analysis of the teaching strategies within the lesson that illustrates how the guidelines are applied. (HOD)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)

Asserts that it is the willingness of readers to confront the problems found in difficult text and their courage in working them out that define and exemplify literacy and represent the mode of disciplined attention that reading teachers are responsible for passing on to their students. (AEA)