7. UNDERSTANDING PARAGRAPH STRUCTURE: Earmarking different patterns of topic development. Linear/Constant/Hypertheme. See "Given & New Paragraph Development Models TESOL 18.3.84 and "From Paragraph To Essay" Imhoof & Hudson.

8. LEARNING CONTENT: SIFTING MAIN FROM SUB POINTS: See Widdowson's "Reading & Thinking In English". Readers fail to sifte main from sub pts when they lose track of their reading purpose. Remedy: emphasize the task before reading.
See also the guided note-taking frames in "Listening Comprehension & Note-taking" James/Jordan & Matthews - can be adapted for teaching the reading skill. Note-taking frames and fill ins can equally be used for notes based on reading passages.

9. TO IMPROVE READING SPEED: See Mosback & Mosback "Practical Faster Reader". Conversion tables: length of text: reading time: reading speed. Note: not all books on the market take reading purposes into account.
Pugh's technique of teacher reading aloud to Ss who follow in their books: from 60 to 90 w.p.m. and the improvement was maintained. But perhaps this is contrary to good reading habits - discarding etc?

10. TO READ WITH CRITICAL AWARENESS: Discussion questions on tone, attitudes, ideas, different angles of vision can help to remove the image of "book or text as bible of truth". Comparing "Sun" & "Guardian" reports on the same news event.
c.f. Glasgow Media Group's "Good News Bad News" Projects on advertising. Bell's "Syntax & Semantics of News Editing" could be adapted for use in the follow-up phase of a reading lesson.