Intended for use in undergraduate and graduate courses in reading methods, as well as by classroom teachers, this book brings together teaching strategies and materials suggested by recent developments in the study of reading comprehension. Each of the eight chapters includes the background and rationale for the practices described. The first three chapters contain much of the constructivist theory that is important in understanding newer teaching and learning strategies. The emphasis in these chapters is upon assimilation in reading, the linking of prior experiences to new information and knowledge. The fourth chapter emphasizes accommodation, the modification of those preconceptions or alternate frameworks that keep students from acquiring and using new knowledge from text. The fifth chapter illustrates how studies of metacognition relate to teaching students to learn more effectively as independent readers. The last three chapters provide new strategies for vocabulary development, following the structure of a passage, identifying a writer's technique, and formulating the main thought of a passage. (HOD)