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)

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)

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)

Provides questions that help students focus on the significant differences between words when studying synonyms. (MM)

Asserts that picture books are a medium for all ages. Recommends several recent picture books and groups them under headings suggesting potential uses, with extra activities noted. (PRA)

Suggests classroom activities to prepare students for reading. (DD)

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 bringing local writers into the classroom--how to locate such writers and how to prepare for and organize the visit. (SR)

Explains how using the term "Family English" to identify nonstandard English with adults in developmental classes at the junior college level keeps communications open without negatively labeling their language and without producing hostility. (SR)

Maintains that teachers must encourage the lifetime reading habit at school in independent reading. Discusses several ways to do so, including cluttering up the classroom with reading materials, providing time for reading, and encouraging the reading habit throughout the year. (SR)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Looks at affective aspects in different stages of the reading process to find causes and solutions to the problem of students who do not read content area materials effectively. Offers teaching strategies combining affective and cognitive elements of instruction to motivate students to read content area textbooks with awareness. (SR)