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)

Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such lists. (RS)

Suggests ways for adapting Survey, Question, Read, Recite, Review (SQ3R) to help students read music in an instrumental music class. (MM)

Suggests book report questions, covering the hierarchy of thinking skills on one 5" by 8" index card. (MM)

Discusses five issues involved in selecting books for independent reading. (SR)

Describes the use of a modified maze approach to teach why some words are more appropriate than others in a poem. (MKM)

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

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

Describes "Talking Drawings," a strategy translating mental images into simple drawings, which helps students at all levels bridge the gap to better comprehension and learning.(SR)

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)

Indicates that the Rix modification of the Lix Readability Formula is easy to calculate, correlates highly with other popular formulas, and is useful for materials for grades 3 through 12. (AEA)

Provides a structured approach to analyzing literature, based on transactional analysis. (DD)

Describes a 7-step 10-second previewing technique designed to increase reading comprehension of textbooks. Notes that the technique is adaptable to students at all levels. (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)