All students of education need to learn what educational research is and how it can be read and understood. Successful review of research reports involves identifying and analyzing the research problem; the theoretical concepts concerned; the research assumptions; the methodology and procedures utilized; and the findings, conclusions, and…

Describes an activity approach (Independence and Elaboration Day, I & E Day) which is intended to help high school social studies students become independent readers and learners by reading social studies material other than textbooks. Suggested materials include newspapers, minutes of political and legislative meetings, and magazines. (DB)

Offers suggestions for effective use of the Directed Reading-Thinking Activity developed by R. Stauffer. (FL)

Outlines a procedure for direct teaching of reading skills and gives specific examples of how to use the procedure. (FL)

Offers strategies for teaching reading skills that are important in the study of mathematics. (FL)

Recommends methods which social studies teachers can use to help students improve their reading skills while studying social studies materials. Specific methods are suggested as aids to paraphrasing, summarizing, predicting, diagramming, identifying unknown words, and varying reading rates. (DB)

Presents specific ideas for using television as a springboard to instruction in reading, writing, and other subject areas. (FL)

Suggests that reading be taught through the social studies and by the experience approach on the elementary school level. An activity is described in which a short story, "Ann's Special Family," provides the focus for developing vocabulary and bringing real-life experiences into focus. (DB)

Offers exercises to assist poor readers as well as good readers in using the dictionary. (DD)

Contends that critical reading, a viable skill that contributes to the development of well-integrated human beings, demonstrates the simultaneous achievement of affective and cognitive goals. Stresses that through the integration of affective and cognitive behavior, the critical reader becomes an autonomous being. (FL)

Reports a series of experiments on the difficulty of reading and following instructions and describes activities used to help children who were poor readers learn to read instructions for specific purposes. (GT)

Encourages language arts teachers to give students more opportunities to write in order to develop both their reading and their writing skills. (DD)

Suggests ways to use readers theatre programs to teach literature while polishing reading skills. (DD)

Describes a strategy that employs inverse tactics in teaching students to summarize stories using capsualization guides (brief, general summaries of stories with very few specifics). (MM)

Offers a five-step direct-instruction strategy for teaching main idea comprehension. (MG)