Describes the step-by-step development of manipulative learning materials--materials with explicit instructions and some type of built-in reinforcement so that students can know if their answers are correct--for use in the content areas. (HTH)

Discusses instructional approaches to content area reading that are described in ERIC documents. Among the areas discussed are prereading activities; strategies to support comprehension as students read; an integrated approach to vocabulary, comprehension, and textbook organization; and kits of materials for integrating reading skills into content…

Describes a method of individualizing textbook reading assignments. (MKM)

Suggests that study guides can help teachers set priorities and teach students how to learn through more efficient reading. A sample guide shows sections on background, vocabulary, organization, cause-effect, and detail. (MKM)

Describes a technique, the "Guided Writing Procedure," for integrating content teaching and writing improvement. Provides a series of sequential steps for implementing the procedure. (TJ)

Describes a reading instruction technique designed to stimulate spontaneous verbal interaction through a problem solving task. The technique is suggested for content area reading. (MKM)

The prefaces of textbooks have considerable value as aids in helping students profit more from their reading. But they are frequently ignored by most young readers and rarely if ever assigned by teachers in a formal manner as aids to instruction. A model teaching unit originally using a social studies text can lead students to see the value of a…

Teaching strategies that promote cooperative learning within heterogeneous, small groups of students, can be effective ways to deal with mainstreamed students in content area instruction. Cooperative learning not only develops academic competencies, but promotes positive peer relationships. To set the stage for cooperative learning, students must…

An alternative to readability formulas and achievement tests to let high school students read orally and then recount what they read. Vocabulary scores and oral reading rates were demonstrated as the best predictors of test performance with a minimum oral reading rate of 135 words per minute necessary to profit from textbooks. (Author/DB)

The study questions on this one-page guide can be used in the history classroom to help students identify the important features of a historical document. The questions can be used as the basis of class discussion, or they can serve as a preliminary writing assignment before a major essay. (RM)

This book shows middle school and high school classroom teachers how read-aloud excerpts from a variety of genres can be used in the content areas. The book aims to promote students' motivation to read and further study. It offers teaching ideas for special populations such as adult beginning readers and readers with disabilities. The book…

Discusses the RADAR technique--Read, Analogize, Discuss, Apply, Review/Research--and how it can be used in content area classrooms to teach concepts. (FL)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

Presents five principles for restructuring classroom activities to obtain a maximum amount of oral language. Claims that by expanding children's oral language, their semantic and syntactic cuing systems to print will also be strengthened. (FL)

Uses the questioning techniques of the Directed Reading-Thinking Activity and the Guide-O-Rama to enhance social studies students' reading comprehension. (AEA)