Presents a rationale and suggests methods for teaching reading in college social science courses. Urges instructors to stress vocabulary and purpose when making reading assignments. Discusses ways of passage-marking; the skim, question, read, record, and review (SQ3R) method; and assignment mapping. (AYC)

Illustrates use of the vocabulary-in-context and the question-and-answer exercises to enhance reading and understanding of literary texts for advanced high school second language classes. Suggests these exercises prepare students to progress from written exercises to the teacher's oral presentations to classroom discussions. (Author/BK)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

Describes the techniques of critical reading and how they were taught to college students in an honors writing class. (JT)

Describes a visual representation technique that aids college students in reading textbooks, organizing lecture notes, preparing for examinations, and organizing papers. (JT)

Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL)

Suggests that competency reading programs should be based on a definition of functional reading that applies reading skills to real-life tasks, that materials should be real and timely, and that activities should center on finding meaning. (MKM)

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

Describes a social studies program in which generalized assignments are given for the development of comprehension and study skills and which emphasizes student responsibility for learning. (MKM)

Describes strategies for building comprehension and teaching techniques that encourage readers to use their knowledge of language and their experience to make sense of material they are reading. (MKM)

Here are 15 reading games you can adapt to any level, complete with easy-to-copy illustrations. Make them sturdy the first around--they'll get used and used! (Editor/RK)

Presents two cross-checking activities to help K-3 students learn decoding. The cross-checking involves decoding by using the consonants in a word along with the context. Children learn to decode by thinking about two things simultaneously (what word would make sense in a sentence and the word's letters and sounds). (SM)

Mathematics textbooks are difficult for learning disabled students to read. Specific and general reading skills are discussed, followed by research findings on mathematics textbooks in terms of content, text structure, page format, vocabulary, and visual symbols. (MNS)

Reviews research supporting the use of writing to develop reading ability, highlighting findings that writing exercises improve reading comprehension, recall, and retention of texts. (PAA)

Most students who lag in reading can progress with the help of both classroom attention and individual tutoring. They do best when reading materials they enjoy and can read at a certain level. This article explains the 10 steps to successful tutoring and discusses what to do if students are nonreaders. (SM)