ABSTRACT
Reading development consists of two overlapping phases: (1) reading acquisition or learning to read and (2) learning or gaining information from text (Singer, 1980). Instructional emphasis on the first phase decreases as students approach mastery. Concomitantly, instructional time for teaching students to learn from text increases and continues to do so as students progress through grades 1-12 (Fig. 13 .1). Most commercial programs for teaching reading contain this instructional shift. In other words, elementary teachers, particularly those in the primary grades, stress reading acquisition; junior high, high school, and college teachers essentially teach their students to learn from texts in all content areas.
