Argues that reading assessment must be reexamined and should focus on students' ability to apply learning strategies across content areas. Proposes a new method of assessment using observational and performance-based measures, process assessments, and content/course specific instruments. (HB)

This paper discusses reading achievement in mathematics. Suggestions for improving the reading level of students in mathematics, as well as for reading abstract symbols, are given, including: assisting students in developing a mathematics glossary, having students write their own problems, diagnosing reading and writing, having students keep…

This paper analyzes the relative contributions of general reading comprehension and domain knowledge to subject matter text learning. The paper points out the limits of each factor in explaining text learning and summarizes some recent studies that support the complementary role played by each factor. A two-factor account of text learning (general…

Vocational education students are characterized by the fact that they tend to lack role models and subsequently lack coping strategies. In addition, they lack educational planning. Many are casualties of a prior hope in that they have already dropped out of or have been pushed out of academic programs. At the same time, occupational training…

Identifies the "goal frame" as a method of text analysis which calls upon students to establish a purpose for reading. Provides an example in which students read a passage about Alexander the Great to determine his goals, plans, actions, and results. Concludes that this approach allows students to develop better comprehension and organizational…

Argues that college reading should be taught in a holistic manner. Presents characteristics of college developmental readers and discusses several generalizations that should be considered when teaching college reading holistically. (FL)

With a multitude of primary resource materials now available on the Internet, people are able to access rich content to aid in their understanding of trends, events, and relationships across recorded history. However, understanding the content and making meaning from it is often still a struggle. Primary source documents, intrinsically powerful in…

Offers suggestions for use by administrators in motivating content area teachers to incorporate more reading instruction into their classes. (FL)

Provides a guide for designing lessons for teaching content area reading in the elementary grades. (FL)

Offers a worksheet for evaluating the readability of content area textbooks. (RL)

Outlines essential competencies which will help content area teachers effectively incorporate reading variables into instructional differentiation. (HOD)

Argues that reading specialists' lack of success in persuading content area teachers to help their students read and study texts in social studies, science, and mathematics is a result of reading specialists' lack of careful thought about text structures. Discusses the text structures of textbooks in these content areas. (RS)

Defines a type of literacy task, the search task (locating specific information). Explains why it is of concern, describes research on high school and college students' searching, and offers suggestions for search instruction. (SR)

Ponders the dilemmas of teaching and learning how to learn from reading (using the "fortunately/unfortunately" pattern from Remy Charlip's book "Fortunately.") (SR)

States that teachers are not teaching content area reading strategies primarily because they have not been taught to use the available strategies in their teaching. Outlines four approaches that reflect current and emerging means for fostering the use of teaching strategies. (MG)