Suggests that one way reading teachers can begin to familiarize themselves with content area texts is to create network diagrams or maps of the information. (HOD)

Students having difficulty with reading in the social studies may be having difficulty with much more than the technical, skill-oriented facility with language that the content area approach is supposed to alleviate. Students must also be taught to interpret the text, i.e., to link the world to the words that represent it. (RM)

Teachers should consider integrating reading tasks into their art assignments. Ways to do this include reading about art activities, having the teacher create note-taking guides for demonstrations, and encouraging students to question and critique artwork. (IS)

Extends and evaluates the Content Processing Model proposed by Charles W. Peters. Suggests revision of the model, and applies the model to the subjects of literature and agriculture. (FL)

A reading enrichment component of a secondary school social studies curriculum involves students in reading historical novels, biographies, and short stories which represent good literature and which portray other times, places, and peoples. Objectives are to reinforce social studies content and to improve reading skills. A bibliography is…

Discusses concept learning in the content areas, focusing on a system for integrating vocabulary into cognitive teaching goals. (AEA)

Points out problems associated with the language of textbooks and the development of reading-related skills (e.g., reading maps and charts). Discusses specific teaching strategies for coping with textbook language and facilitating text comprehension and memory. (JM)

Describes an integrated, holistic approach to vocabulary development. (AEA)

Describes the unorthodox methods used by one teacher to make reading fun and necessary for his students. (FL)

Describes a teaching approach that involves the use of teacher-constructed reasoning guides designed to foster reading in the content areas. (FL)

The author maintains that subject teachers will not fear or resent the task of improving reading performance in their content areas if they realize that reading is not additional content requiring extra class time but rather a way to improve students' comprehension of their own course content. (SJL)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)

Describes the use of James Watson's book, "The Double Helix," as a multidisciplinary way of introducing students to actual science; the scientific method; dilemmas encountered in the world of research; and the rich setting of personalities, politics, and history in post-World War II Europe. (MKR)

Suggests that teachers require students to read and take notes prior to class discussion of a topic. Contains note-taking requirements and some student reactions. (MKR)