Describes how Multiple Response Techniques (MRTs) can be used before, during, and after reading to help students better comprehend content material. Argues that MRTs enhance comprehension by engaging all students, focusing on students' strengths, training students in reflectivity and self-monitoring, and allowing the teacher quick evaluation of…

Differences in readers' perceptual style and conceptual temp may influence how they select, perceive, and organize graphic information for meaning. (RB)

Provides results of a survey of how 90 elementary and secondary teachers used their content area and English textbooks. Reports that both elementary and secondary teachers use textbooks primarily to supplement instruction, but that secondary content area teachers could benefit from inservice education to assist in flexible use of textbooks. (SKC)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)