Presents six ideas for teaching vocabulary including using firsthand experiences as illustrations, concrete items and visuals, comparisons of related words, variations or transformations of words, figurative meanings, and context to make intelligent guesses. (RS)

Describes how Carl Jung's four personality types might relate to the selection of particular reading instruction methods. (RB)

How the Greeks taught reading is not only historically interesting but also relevant to educational concerns today. (JT)

Argues that to be effective the reading teacher must be strong but sensitive at the same time. (RB)

Provides activities for teaching the skill of comparison using various parts of newspapers. (SRT)

Total school involvement implementing a variety of innovative approaches make for an exciting five week reading program. (RB)

Examines the nature of comprehension from a linguist's, researcher's and teacher's perspectives. Suggests teaching inferential comprehension keeping the reader's experience in mind. (MKM)

Provides an understanding of thematic maps and how they might be used to teach hypothesis testing. (RS)

Discusses a document structure called "nested lists" which allows an increased amount of information to be presented in a fixed amount of space while also maintaining its usability. (RS)

Presents three prediction strategies to ensure that prior knowledge activated about a topic is pertinent to a lesson's objective: (1) questions for prediction; (2) anticipation guides; and (3) key word strategies. (RAE)

Argues that the use of abstract diagrams is an effective way to display sequential relationships of ideas in content area texts. (RS)

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Suggests ways for adapting Survey, Question, Read, Recite, Review (SQ3R) to help students read music in an instrumental music class. (MM)

Describes a method for the teaching of basic reading skills through poetry. (RB)