Because vocational students need to be able to read, visualize, and follow directions on the job, teaching them how to read and understand a textbook gives them a vital skill they can practice while acquiring technical skills. (SK)

Studies skilled readers' perceptions of the relative importance of elements of informative text on a subject matter with which the readers were unfamiliar. Finds little agreement among subjects regarding which material was important to remember for a test. (HB)

Shows how to integrate a college reading course with a content area course. Presents five steps of a procedural model followed by students, which include knowing what one needs to do, making plans, doing it, evaluating the plan, and deciding how to handle the problem next time. Contains strategy sheet and concludes with recommendations. (EL)

Describes how the attitudes toward textbooks of students enrolled in a study strategies class underwent change as they worked with a particular psychology textbook. Notes that the students wrote to the author, who in turn wrote back. Argues that students' affective responses to textbook reading may be the most undervalued dimension of content area…

Offers three explanations for why students lack the strategies for independent learning and follows that with five practical recommendations for improving study strategies. (HOD)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Provides parallel and flexible reading/writing strategies designed to help college students with the challenge of simultaneously succeeding in a variety of subject areas in which their experience is limited. (FL)

Notes that many students lack the skills necessary for the efficient memorization of content information as well as awareness of appropriate rehearsal strategies or metacognitive skills. Discusses several rehearsal strategies, and concentrates on one--study mapping. (FL)

Argues that if instruction in study skills begins in the early grades reading curriculum, students will learn to get the most from what they read as they mature. (FL)

The SQ3R method has been the backbone of textbook reading strategies for over 20 years. However, research indicates that students--even though they know how to use the technique--do not apply it because they believe it is too involved and too time consuming. Theoretically, SQ3R is a sound technique based on current knowledge about brain functions,…

The author outlines reading experiences appropriate to students in the middle grades, including reading strategies, study skills, comprehension development, and experiences with literature. Provision of these experiences in the middle school curriculum, through both formal instruction and integration into other curriculum areas, is discussed. (SJL)

Describes a reading program for teaching study strategies in depth that integrates reading development with content area teaching. Recommends that course content teachers be responsible for reading development and that these teachers be offered instruction in teaching the strategies appropriate for study reading. (SRT)

Content area reading instruction includes two elements: the information presented in subject matter text, and the plan that teachers use to help students understand the content. According to research and interviews with social studies teachers, there is a high failure rate in the social studies content area because children have problems…

A basic concept in reading content in the social studies is for pupils to experience adequate background information. A pupil cannot read and understand new subject matter unless prerequisites have been met. For early primary grade pupils, the Big Book concept may be used, wherein the teacher discusses the illustration in the book pertaining to…

Presents comments and suggestions on school superintendents' reading habits; the need for teaching study skills and vocational education vocabulary; and methods for teaching information gathering skills and speed reading and for motivating students to gather research materials. (AEA)