Despite recent findings that show fluency deficits in developmental readers, the field of developmental reading remains remiss in fluency instruction. This article provides a summary intended to increase college reading teachers' understanding of reading fluency and fluency instruction. In addition, included are the step-by-step procedures of…

Brian Schorr is an adult with ADHD. Dr. Gabrielle D'Amato, Ph.D., first diagnosed him with ADHD in 2003 when he was living in Ronkonkoma, New York. His main reason for seeking professional help at that time was that he was unable to understand why he had so many piles of papers in his office, why he kept forgetting things, and why he hated a part…

The academic demands of classroom English require students to think about language structure in ways that they are not used to. Everybody "knows" much English grammar intuitively but the academic rules themselves can be difficult to articulate. This goes for punctuation, too: errors often reflect students' lack of explicit knowledge of grammatical…

Offers a review of research conducted on reading comprehension, focusing on studies of the cognitive processes involved in the comprehension of the meaning of the microstructures and macrostructures of a text. (DMM)

Describes a study of community college students attending a City Colleges of Chicago campus, who received high grades through diligent study rather than high aptitude. Interviews conducted with 26 students revealed that participation in learning, review/restudy, selectivity in classes and teachers, and planning were responsible for students'…

Explains the Monitor Model of adult second-language development. Describes a study conducted at Queens College to assess the value of mandatory reading laboratory attendance for English-as-a-Second-Language (ESL) students. (DMM)

Reviews research on the learning of mathematics and its implications for mathematics instruction. Highlights studies of children's arithmetic and influences on the learning and participation of minorities in mathematics. (DMM)

Offers a broad historical overview of research and theory in the teaching of composition, focusing on D. Gordon Rohman's study of the writing process; Janet Emig's introduction of the writing protocol; and Linda Flower and John R. Hayes's work on the mental processes involved in writing. (DMM)

Reviews research on psychophysiological approaches to learning and memory, focusing on memory aids, levels of rehearsal, and visual mnemotechnics. Explains and illustrates the use of study mapping, a system of note taking and studying appropriate for developmental reading courses. (DMM)

Offers guidelines and illustrations for developmental writing teachers to help them implement holistic assessment of student writing. Presents a rationale for separating assessment and placement. Discusses the design of writing tasks and the training of raters. Includes a sample scoring rubric. (DMM)

Suggests that interesting and relevant reading materials can be collected for developmental reading courses by asking faculty from various disciplines to submit short, original articles on topics of their choice within their area of expertise. Describes the successful use of this approach. (DMM)

Presents a rationale for instruction in critical reading (i.e., using a questioning attitude, logical analysis, and inference to judge the worth of what is read). Discuss factors involved in critical reading, including previous thinking, attitudes/prejudices, topical knowledge, and knowledge of critical reading skills. (DMM)

Assesses the effectiveness of teaching metacognitive thinking strategies through modeling to college students. Compares the reading test performance of students who had the strategies modeled to them, of students who only had the strategies taught to them, and of control group students. Teaching the strategies without modeling was ineffective.…

Describes ARC (Associate=Prereading, Read=Guided Reading, Connect=After Reading), an instructional reading technique employing cognitive mapping or networking, based on the ability of students to utilize prior knowledge and assimilate new material. Describes the ARC procedure, provides a rationale for the technique, and reports observed results.…

Assesses the effects of interspersed-adjunct summary questions (i.e., questions appearing regularly throughout reading text requiring students to summarize the main points of previously read material) on reading comprehension and comprehension monitoring (i.e., awareness of level of understanding during reading tasks) of high-ability and…