Studies and identifies the strategies that might be taught to improve students' abilities to read in the content areas. Compares texts used for developmental reading instruction with those used in content areas. Argues for content area teachers to sharpen their skills as reading instructors. (HB)

Full-text databases do not allow for the complexity of the interaction of the human eye and brain with printed matter. As a result, both content and context may be lost. The authors propose additional indexing fields that would maintain the content and context of print in electronic formats.

The most important skill teachers can communicate through reading experiences is the awareness of what kinds of questions to ask with different kinds of texts. These questions are not the factual questions that drift in and out of short term memory but the implicit questions, the thought-provoking "big questions." Some teachers…

The terms gloss and glossing are being used to designate and describe the systematic use of marginal notes and other extra-text notations to direct readers' attention while they read. Gloss notations may serve as an aid to direct students to content areas of text and to levels of understanding that make optimal use of their current--and sometimes…

Provides an overview of techniques an instructional designer can use to examine printed subject matter materials when conceptualizing unfamiliar content. Highlights include a discussion of conceptualizing versus learning, interactions between designers and subject experts, and interacting with print materials based on content area reading…

Literacy--the ability to read, write, speak, listen, and think effectively--enables adolescents to learn and to communicate clearly in and out of school. Adolescents need to have strong literacy skills so that they can understand academic content, communicate in a credible way, participate in cultural communities, and negotiate the world. The…

Reading readiness should be an integral part of the learning process. Social studies must extend throughout the K-12 curriculum and should not be deferred or trivialized until students learn to read. Lists the efforts of the National Council for the Social Studies to strengthen the elementary social studies curriculum. (CS)

Maintains that, as guides to critical thinking instruction, traditional definitions of critical reading must be updated to reflect the limitations of language in capturing meaning and the complexity of the comprehension process. Argues that a definition of critical reading should reflect the role of critical thinking during and after…

Discusses appropriate reading material selection in light of content area reading instruction. Presents some ideas for determining the difficulty level of textbooks and other materials. Concludes that teaching reading in the content areas is one way to focus on the process of reading as an instrument to develop cognitive skills and thought…

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Discusses making content area reading an integral part of the curriculum. Discusses objections, fads, critical skills, and implementation. (SR)

Suggests that the use of thematic units and children's literature can eliminate the boundaries between subjects and provide opportunities for children to learn in a variety of ways. Presents ideas for thematic units in a number of content areas (health, science, math, art, social studies, and language arts) based on the theme "Mexico." (RS)

Children's literature and the social studies need to be integrated so that holism is involved in pupil learning. A variety of kinds of reading materials should be available to learners so that each social studies unit might be meaningful and interesting. Individual differences among pupils' abilities and achievements must be adequately provided…

While reading teachers have routinely introduced pre-reading activation strategies for decades, literature teachers are trained to become expert on what happens after reading, to be adept at follow-up, to be agile with close analysis of an already finished reading experience. As a result of a presentation by a reading specialist, a veteran…

Describes four major areas of creative arts that can be used in the reading classroom to enrich and enhance the reading program: music, graphic arts, puppetry, and poetry. (FL)