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

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 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)

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)

Discusses the dilemma concerning whether students should be taught specific knowledge or strategic knowledge. Focuses on E. D. Hirsch's position in his book "Dictionary of Cultural Literacy" and a synthesis position presented by David Perkins and Gavriel Salomon in several articles. Argues that students need both specific and strategic…

Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)

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)

Continues the discussion on specific and strategic knowledge begun in last month's column. Argues that while reading teachers have not "wrapped up" the process of teaching reading strategies or content area reading, there are signs of progress. Argues that not all approaches to strategy instruction work for all students or all teachers.…

Describes the Guided Reading and Summarizing Procedure (GRASP), a classroom procedure for teaching students how to compose summaries of their reading. Describes the basic steps needed to implement the procedure: (1) preparing the students for the lesson; (2) reading for information; (3) organizing remembered information; and (4) writing the…

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

Extends and evaluates the Content Processing Model proposed by Charles W. Peters. Suggests revision of the model, and applies the model to the subjects of literature and agriculture. (FL)

Describes specific problems that students encounter when they begin the transition into content area studies. Examines a recent research summary on study skills for suggestions about how to address these problems. (MM)

Draws a humorous analogy between the Harmonic Convergence ushering in the dawn of the New Age and the convergence of a whole set of different views of reading instruction with established views and practices. (RS)

Defines direct instruction and examines six common myths about it. Clarifies when direct instruction is appropriate in the language arts and reading curriculum. (ARH)