Focuses on how to teach general reference cartographic maps (maps that show feature's of the earth's surface easily recognizable by most people). Notes that the content of general reference maps can best be understood in terms of the structure of simple lists. (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)

Describes class activities designed to teach inference skill using combined lists. (RS)

Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)

Discusses ways to use bar charts and line graphs to present comparative information in a flexible manner. Includes activities designed to review how the different characteristics of charts and graphs relate to different document structures. (RS)

Argues that graphs and charts are cases of document structures introduced in previous columns: combined lists, intersecting lists, and nested lists. Explores pie charts and various aspects of bar charts as they relate to other document structures presented in this series. (RS)

Discusses teaching strategies to present the two most basic ways of organizing information about a steady state phenomenon: pictorial knowledge models and diagrammatic knowledge models. Presents ways of organizing these types of information according to known points of reference and observation. (SR)

Presents a teaching strategy which uses points of reference (or basic underlying concepts) to help students understand definitions, descriptions, and comparisons/contrasts, and models its use. Notes that understanding the importance of points of reference is one of the first steps in the technique called "knowledge modeling." (SR)

Features television program listings as an example of a document structure called "intersecting lists." Illustrates how intersecting lists provide a more efficient means for representing certain types of information than either prose or combined lists. (RS)

Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)

Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)

Describes how prior knowledge, current text, future text, and prior text all play a part in knowledge acquisition. States that most content area reading instruction emphasizes only current text. Notes that future columns will address this issue by introducing a method for teaching comprehension of exposition called "knowledge modeling." (SR)

Discusses the range of response modes and formats associated with forms. (RS)

Considers two characteristics of forms: uses and functions and information sources/types. (RS)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)