Advocates synergistic pedagogy, in which all the school subjects are related and taught in such a manner that they are almost inseparable. Demonstrates how this might be done with an interdisciplinary theme on the stars. (SR)

Argues for the inclusion of reading and writing in math classes. Suggests that children dislike math class not because they dislike math but because they dislike memorizing times tables out of context. (TB)

Examines a proposal for new directions in research related to the content literacy training given to college developmental educators. Includes specific suggestions for long-term, collaborative research related to class size, types of tracking and testing, determining the audience receiving training, and changing definitions of text and literacy.…

Suggesting that teachers who encourage students to use many kinds of trade books across the curriculum are likely to be rewarded with students who are excited about learning, this fastback focuses on using children's literature across the curriculum. The fastback discusses reader response theory, connecting the curriculum through literature,…

One way of helping learners to develop knowledge, skills, and predispositions essential for independent learning is by teaching reading in content areas to help learners acquire the necessary strategies to use reading and writing to gain new knowledge. Conent area texts pose differing demands because each body of knowledge has its own framework…

One framework for reading instruction that focuses on the message suggests that all words can be classified as matter or relation references. This framework is applicable to the words and symbols used in mathematical symbolic sentences when they are defined as two or more names for numbers of sets joined together by a relation symbol. The use of…

Highlighted in this collection of five articles on the nation's energy problems are the viewpoints of black people, environmentalists, consumers, and utility executives. Also included is a group of statements to help the reader develop a personal energy policy. Intended for junior high school language arts classes, this is the third in a series of…

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)

Concludes that prediction making should not be used solely as a teaching strategy, but also as a learning strategy. (FL)

Describes a tutoring practicum that is an integral part of a content area reading course, focusing on tasks for building the capabilities needed in tutoring and techniques for ensuring that those capabilities are used. Cites formal and informal evidence of the practicum's effectiveness. (FL)

Offers a brief outline of the results that have been achieved in Title I reading programs, a discussion of the new role that teachers in all content areas must assume for improving reading skills, and a prediction about the future of Title I reading programs. (FL)

By understanding factors that can make reading difficult for students who are normally able readers, content teachers can facilitate comprehension in their classes. (AEA)

Analyzes the process of reading philosophical works. Considers reflective reading a performative act in which the genuine reader enters into a dialogue, questions, recollects, and rereads. (PD)

Suggests using the administrative power structure of the school to influence teachers to teach reading in all subjects. (MKM)

Discusses the importance of teaching vocabulary in the content area so that at-risk readers can develop strategies to see word relationships and the importance of higher-level thinking. Examines and offers specific examples of the strategies of mnemonigraph cards, analogies, and word groupings. (RS)