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)

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)

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)

Tells how to teach students to follow directions in six different situations, thus improving reading skills. (RB)

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

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)

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)

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)

Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Describes nine steps in developing a structured overview for teaching the mathematical vocabulary necessary to understanding and working specific word problems. (MKM)

Describes several classroom cooperative learning activities that allow students to work in teams to achieve a common goal. (AEA)

Examines the relationship between reading ability and spelling proficiency, assesses the predictability of English spelling, and suggests ways in which the teacher of reading can encourage spelling accuracy. (KS)