This paper reviews recent research to determine why children encounter problems understanding what they read. Four points are discussed as especially relevant to children's problems in reading comprehension: (1) reading differs from early language experiences, and an analysis of these differences can indicate likely sources of reading difficulty;…

Stresses that books used to teach about a specific subject area (e.g. history, science, geography) should be judged not only for their focus on the subject but also for their literary quality. (SRT)

Addresses three questions: (1) What is involved in understanding a word or concept? (2) How do we presently measure word knowledge? (3) What are some alternative formats which teachers could utilize with their students? Suggests techniques such as paired word questions, categorizing, analogies, and sentence writing as ways to evaluate vocabulary…

Advocates the use of novels in art education to offer students insights into ways an artist sees the world and approaches an artistic task. Specifically discusses Colby Rodowsky's "Julie's Daughter," Zibby Oneal's "In Summer Light," and Elizabeth de Trevino's "I, Juan de Pareja" as young adult novels that focus on artistic endeavor. (GEA)

Argues that remedial reading programs should be included in the core curriculum where it can support and expand subject area learning. (NKA)

Suggests individualized reading as a solution to the problem of varied interests and ability levels in large introductory college courses. Details how directed individualized reading followed by oral reports presented to the professor was used successfully in an introductory psychology course. (ARH)

Research on teachers' question-asking practices indicates that strategy utilizing both initial and follow-up questions helps students develop the ability to reason for themselves. Five types of follow-up questions discussed are questions seeking: (1) clarification; (2) evidence; (3) greater specificity; (4) a more appropriate focus; and (5)…

Invites colleagues in the "hard" sciences to embrace writing, reading, and thinking across the curriculum, and describes the use of "project" and "concept" composition assignments to that end in an organic chemistry course. (HTH)

Reports findings of a study investigating the effects of three prereading activities--advance organizers, structured overviews/graphic organizers, and multivocabulary experiences--done both orally and in writing before a text reading assignment was given. (FL)

Reviews eight reading-across-the-curriculum textbooks, showing that four treat academic discourse only in its generic form, while four go beyond that level to look at the audience, purpose, and genre specific to particular disciplines. (RBW)

Illustrates how prediction can be used to improve content area reading, provides examples of successful prediction techniques, and encourages teachers to develop their own uses of prediction. (FL)

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

The reading teacher needs to be well versed in the teaching of reading, which includes different patterns of thinking in each student. A skilled reader develops patterns of thinking pertaining to content read. Identified patterns of thinking need to be analyzed and incorporated as objectives for student attainment in reading. This paper discusses…

This paper discusses the different ways in which science can be taught, including reading of subject matter from a basal textbook and a hands-on approach in ongoing science lessons and units of study. The paper first points out that in 1996 the National Science Teachers Association came out with a set of standards for teachers to emphasize in…

Reading aloud can help students who have problems comprehending social studies subject matter. Teachers, parents, and volunteers can all serve as effective oral readers. Teachers and principals should list goals for volunteers to achieve when reading aloud. In addition, to vary the oral reading approach, students can take turns reading aloud.…