Describes informational storybooks, literature containing characteristics drawn from both storybooks and information books. Discusses the excellent possibilities for instruction offered because of the instructional storybook's dual nature. (SR)

Discusses three major differences between the vocabulary of reading lessons and content area lessons. Discusses the implications these differences make in instruction. (MG)

Suggests that teachers should approach the content areas using a total lesson approach by adapting the directed reading activity method to content area instruction. Includes a brief discussion of the adaptation of the directed reading activity method and an explanation of each of the six steps as they might apply to the content area. (Author/ABB)

The author encourages the development of interdisciplinary approaches to literacy education that provides students with an opportunity to improve a broad range of literacy skills while studying substantive and interesting content. (JOW)

Supporting students' learning from subject area text involves focusing on both the text's content and on the processes students apply as they work to acquire, organize, and integrate that content. Clearly, more complex texts require more sophisticated learning processes on the part of students. Resources on the World Wide Web pose special…

Techniques are given for helping students learn to read for meaning and to relieve their anxieties about reading. A selected bibliography is appended. (LH)

Conversation with Donna Ogle, past-president of the International Reading Association, about content-area reading issues and strategies for low-achieving students. (PKP)

Argues that instructional activities involving visuals help secondary learners understand and remember what they read. Discusses why and how teachers should use visuals. Presents strategies for using textbook visuals and learner-generated visuals. (SR)

Considers how picture books can be used in content classes to motivate secondary-level students. Present a bibliography of approximately 90 picture books (published in the 1990s) and a rationale for their use with middle school and high school students. (SG)

The first of two concerning children's periodicals, this column describes five such magazines that present information from various disciplines in a compelling way. (FL)

Compares and contrasts the direct teaching of reading and the functional teaching of reading in a content area and indicates that a content area focus may facilitate the learning of reading skills. (TJ)

States that teachers and children in many classrooms are finding that thematic units incorporating children's literature can make learning content more interesting and memorable. Describes methods such as the thematic web and how to create a learning plan around the web. Gives four criteria for effective thematic study as related to content area…

Recounts a college English teacher's experience of reading and rereading Noam Chomsky, building up a greater store of prior knowledge. Argues that Frank Smith provides a theory for the importance of prior knowledge and Chomsky's work provided a personal example with which to interpret and integrate that theory. (RS)

Discusses three issues related to science and reading: (1) reading is deemphasized in science education; (2) teachers are poorly prepared to teach students how to learn from reading science texts; and (3) science education seems to be open to accepting the potential of trade books in science instruction. (RS)

Reviews articles on "content reading" published from 1969 to 1991 in the journal "Reading Teacher." Discusses instructional methods and techniques of content reading and reading materials. Offers a list of topics for future consideration. (PRA)