Identifies simple, well-formed lists as the basic building blocks of most documents. Examines six characteristics of such 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 Keith Stanovich's essay "Romance and Reality" published in the December 1993/January 1994 issue of "Reading Teacher." Reviews Stanovich's arguments about reading research relating to phonics, reading processes, phonological awareness, and reading difficulties. (RS)

Describes how to construct behavioral objectives based upon psycholinguistic reading processes. (MKM)

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)

Argues that the terms "active" and "passive" are commonly used (in conjunction with student behavior during reading) in a way that is misleading and unhelpful. (SR)

Reviews research, much of it conducted by the Center for the Study of Reading, on the role of schemata in the process of reading comprehension. (MKM)

Demonstrates through the writings of Gray, Shafer, Smith, and Goodman that although they use different terminology, there are greater similarities than differences in their points of view. (MKM)

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)

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)

A series of Danish studies suggests that a great deal of prequestioning before students read may adversely affect students' reading processes. (DD)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)