These four articles focus on developing basic reading, science, and job search skills: "Reading Program for Vocational Classes" by Augustus Luparelli; "Why Teach Employability Skills?" by Larry Siefferman; "Improving Vocabulary and Reading Skills" by Edythe Conway; and "Science in Everyday Life" by Virginia Eleazer and George Carney. (SK)

Discusses the use of children's literature within the social studies curriculum, focusing on the study of the Civil War. Considers the benefits of literature for literacy acquisition, language skill development, critical thinking, and vocabulary development. Provides an annotated list of Civil War related materials with extension activities. (JPB)

A literature-based approach across the curriculum helps students to personalize content-area curricula, to enjoy reading a diversity of subject-matter materials, and to improve attitudes toward reading. Teachers, supervisors, and administrators can cooperatively support literature-based practice across the curriculum by creating a positive…

To explore how instruction in questioning can enhance teachers' use of questions that promote comprehension and how teachers' instruction of students in such strategies can enhance their ability to comprehend content area texts independently, this paper looks at prereading, during-reading, and postreading questioning activities. The first major…

Social studies teachers must take a role in promoting long-term literacy as part of schoolwide efforts in all subject areas to motivate students' independent reading. This may be accomplished by: (1) including literature as part of the instructional program, to support recurring themes in history (such as "in quest of freedom") or to…

Because of the difference between narrative and expository material, students in grades 4-12 require different reading skills, as well as different levels of skills to comprehend subject matter reading. This means the content area teacher has two roles: subject matter specialist and instructional leader. The following model suggests a process by…

Shows that problems in areas like economics, language, culture, teacher training, and social circumstances all affect how secondary school teachers handle reading in content area courses in Black South Africa. (SKC)

Offers a definition of science which emphasizes methodology. Notes that authors of books can encourage scientific thinking by developing imagery, unfolding stories using critical thinking, building stories around science subjects, and developing books that unfold a story while informing the child. (TW)

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)

Developmental reading instructors bear the responsibility for preparing students to handle the challenge of difficult college reading. Reading is thinking, re-thinking, and coming to a conclusion that takes into account all the various parts of the text. An excellent tool for helping students with the demands of college-level reading, the journal…

Effective teaching strategies must be developed to help students bridge the gap between concrete operational thinking and full formal thinking in the content areas. Reading for meaning requires readers to categorize subjects, recognize relationships, develop and maintain a sequence of thought, recognize and understand inferences, and draw…

Intended as a guide for elementary school teachers to assist them in preparing and implementing specific literature units or in developing more long-term literature programs, this book contains 13 focus units. After defining a focus unit as an instructional sequence in which literature is used both as a rich natural resource for developing…

Reading instruction is being incorporated as a natural part of the social studies curriculum because of the emphasis which is being placed on basic skills and teacher accountability. In order for long term improvement of reading/social studies skills to occur social studies teachers must develop a systematic and deliberate approach to reading…

Teachers and students must build semantic connections between words of the text and already familiar ways of speaking, integrating the formal language of the subject into their own ways of speaking. This article demonstrates how classroom dialogue can help make textbook language part of the language of the students. (IAH)

Second in a series of columns on helping children develop content area literacy. Gives children's perspectives on appropriate uses of various media and tools in the elementary school curriculum, including computers. Comments on the future use of traditional resources such as books. (ET)