Describes the nature of strategy use and instruction from a sociocognitive perspective, discusses the need for purposeful strategy instruction for struggling readers and writers, discusses factors that influence strategy instruction, describes current classroom practices that are congruent with sociocognitive theory, and suggests that strategy…

Considers what educators can do to promote quality instruction that prevents, or at least lessens, the incidence of school failure in minority children. Discusses a brief perspective of "The School Development Program," and presents a description of three workshops. (SC)

Asserts that the cycle of at-risk readers' self-perception and teachers' perception can be broken by providing rich, accelerated literacy instruction. Discusses early intervention programs, such as Reading Recovery and Early Intervention in Reading, and other intervention models such as Success for All. Describes teaching strategies used to…

Looks at reading as a transaction between the reader, the text, and the reading situation that leads to the construction of meaning that is particular to that reading. Describes L. Rosenblatt's ideas about reading stances, efferent and aesthetic. Discusses instructional implications of aiding children in their creation of individual meanings in…

Discusses separating good readers from poor readers. Defines strategies for accomplishing academic tasks. Finds that poor readers lack appropriate strategies to correct their comprehension problems. Reports results of interviews with 60 fifth-grade expert readers. Concludes that through direct, systematic teaching and guided practice of reading…

Describes four strategies that employ competition as a means to motivate remedial readers to practice decoding. Discusses the value of competition as well as cautions to be exercised in using it. (FL)

Describes learning activities that promote the teaching of reading and writing together within the context of basal materials. Presents an example of how these activities were used in a second-grade classroom. (FL)

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Investigates the effects of structural cueing (color or no color) and decision level (rote or semantic) on students' verbatim retention of technical prose and concludes that the results support the distinctiveness of encoding hypothesis for learning via the microcomputer. (DF)

Investigates the transfer effects of graphic organizer instruction on fourth graders' ability to use top-level structure as an aid in comprehending and retaining content reading materials and concludes that there were no discernable effects. (DF)

Outlines Teaching Reading as Conversation (TRAC), a program that teaches reading in an environmental context, with immersion techniques, as though it were a foreign language. (DF)

Describes a metacognitive study method, LETME, designed to help students manage the entire study process by facilitating the understanding, selection, organization, retention, and analysis of information from expository text. (DF)

Describes a directed reading and writing lesson that uses the power of the composing process throughout content area lessons to enhance reading comprehension. Uses a fifth grade science lesson as a model. (FL)

Presents numerous whole language activities used by kindergarten teachers, including experience charts, dictated stories, student-written "books," and recipe writing. (RS)

Describes a college teaching experience in which active visual analysis (hands-on deconstruction of visual statements to their constituent elements and principles) had an unblocking effect on concomitant writing assignments. Suggests that students can improve both verbal and visual articulateness when modes of perceiving and thinking are used…