Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

Based on the idea that reading instruction in science means teaching simultaneously the science content and the reading and reasoning processes by which that content is learned, this booklet offers practical and theoretical suggestions for science teachers to help students improve their content area comprehension. Chapters discuss the following…

Problems that students may have because of their unfamiliarity with the passage structures used in many social studies textbooks are discussed. Passage structures are defined as certain rhetorical structures such as compare/constrast, general/specific, and sequence. A teaching strategy for helping students overcome these difficulties is included.…

Strategies that a social studies teacher can use to help intermediate grade students who read below grade level are suggested. They fall into four categories of assistance: (1) enlisting the aid of other students, (2) providing easier reading materials, (3) using methods of beginning reading, and (4) employing additional techniques. (RM)

Presents methods to stimulate students to use their background knowledge in reading content area texts. Offers a technique to teach students common text structures by having them write to a model. (FL)

Presents an instructional strategy--the "parallel lesson transfer"--for teaching students to identify main ideas. The lessons involve students in viewing pictures, listening, oral reading, and silent reading. (JT)

Suggests that content-area teachers can encourage students' voluntary reading by maintaining classroom collections of subject-related books and magazines and by providing class time for independent reading. (SJL)

Based on research findings, informed opinions contained in the professional literature, and examples from school personnel of "what works," this report focuses on strategies that educators can use to improve secondary school students' reading skills and enhance interest in reading. Many of the strategies in the report are applicable…

The Reading Experiences Associated with Partners (REAP) approach to science combines reading process and product. Students work together sharing their ideas, interests, and knowledge. Results are recorded, and every effort is made to arrange the classrom so that it will aid students in meeting the task objectives. Children can be paired with a…

Science activities which help children look at the natural world can also help them gain skills for reading. Examples illustrating this link (verbal expression, vocabulary, finding main points, following directions, and writing laboratory reports) are given along with guidelines for teachers interested in building up and building on reading…

Based on the idea that word knowledge has particular importance in literate societies, this Digest finds that most people feel that there is a common sense relationship between vocabulary and reading comprehension, i.e., messages are composed of ideas, and ideas are expressed in words. The Digest considers several viewpoints on teaching…

Targeted primarily for students in grades 4-8, this document presents a variety of structured overview, mapping, and story frames strategies for integrating writing across the curriculum and to help students gain and retain information from texts. The paper includes a rationale for content area reading lessons, a list of reading lessons to bridge…

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Suggests that incorporating content area words into the weekly spelling routine by means of the S2RAT technique will challenge high ability students while encouraging those of low ability. (FL)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)