Reading can be taught in music classes to enhance the music curriculum. Gives lesson plans and study guides for reading instruction in areas like vocabulary building, comprehension, study skills, and thinking skills, all adapted to serve musical purposes. (CS)

This booklet provides a sampling of strategies that will help students with content literacy. It is based on the idea that reading is about understanding such that the words are transformed into meaningful thoughts within the reader's cognitive frame of reference. The booklet contains various learning theories, and the strategies suggested…

This book is about widening life and career options for students in the middle and upper grades through literacy. The book's one overarching assertion is that teachers of all subjects can create engaging learning environments where readers and learners use literacy for personal pleasure and as a tool of mind expansion. It seeks to empower teachers…

Although students are expected to read and comprehend grade-level texts by the time they reach middle school, classroom teachers are constantly challenged to instruct students who have difficulty comprehending what they read. But how does a middle school teacher approach this task, particularly a teacher with limited experience in reading…

Offers a six-step model for showing young children how to handle story problems. (FL)

Argues that content area teachers should assume the major responsibility for preparing students in the areas commonly assessed in minimum competency tests. Sets forth four problems in convincing content area teachers to assume this role and offers techniques for persuading them to do so. (FL)

Offers a technique for use with films or filmstrips that transforms passive learning situations in content area classrooms into interactive ones. Contains a sample "reasoning guide." (FL)

Presents a model for infusing energy conservation into the social studies curriculum at the junior high school level. The model provides for vocabulary-concept building, prereading activity, content reading, and group and individual activities. (RM)

Argues that children develop knowledge in layers, increasing those layers each time the topic is covered. Reviews three sets of materials that provide a background of experience, vocabulary, and text structure for use in science instruction. (FL)

Describes the procedure by which content area teachers are trained to implement the use of study guides in their classrooms. (AEA)

Suggests that questions that help students read actively in any situation can be adapted to fit reading into the history class. Offers seven such questions. (AEA)

Examines patterns of instruction in literature, particularly the transactional strategy proposed by Louise Rosenblatt, that emphasize the reader's immediate experience with the text. Illustrates the effective application of response-based teaching of literature. (RL)

From their study of science and social studies reading problems in urban secondary schools, the authors present specific suggestions for the responsibility of the content teacher in selecting appropriate reading materials and helping students to understand their content. (Author/SJL)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)

Reports on a review of the resources available in the author's school--a large junior school in an industrial area in Cumbria--for the teaching and development of reading skills. Presents several recommendations for improving the provision and use of reading resources. (GT)