Makes recommendations about what content area reading should include and how it should be presented to content teachers. (FL)

Gives further consideration to the nature of text patterns and the development of reader awareness of these patterns, examines ways of teaching pattern awareness and processing, and pinpoints some issues and problems associated with reading text patterns. (HOD)

Presents an exchange of the views of six professional educators on the place of reading in science instruction. (AEA)

Picture books can be used effectively in the classroom in all content areas and at all grade levels. They can supply an almost unending supply of ideas and fit into many content area's teaching strategies because they are short enough to read and use in a class period. When considering the selection of a picture book that is appropriate for use in…

Reading for students beyond the primary and lower elementary grades gets relatively little attention. Despite the widespread acceptance of the importance of higher levels of literacy for students, levels that can only be achieved across the years of elementary and secondary school, most educators, researchers, and policymakers focus their…

Reviews a number of beginning reading materials that can be used in improving children's reading skills in a variety of content areas. (FL)

Pennsylvania's Content Area Reading Program uses a network of 50 trained instructors to help teachers improve students' content area reading skills. This article covers program content, instructor recruitment and training, variations in program presentation, factors underlying program success, and steps in planning inservice programs in content…

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)

Clarifies the role of the reading specialist as it pertains to inservice education. (FL)

Illustrates how a linguist might approach literary analysis, emphasizing the behaviors of the reader. Discusses four kinds of signals of meaning, including the lexical, the grammatical, the thematic, and the cohesive. (RL)

Discusses three basic principles of whole learning that provide the framework for course instruction: (1) literacy processes are used on a daily basis; (2) students are given much opportunity to use and practice what is learned; and (3) learning is a social process. Notes that preservice teachers are resistant to implement content area reading…

Maintains that second-language readers may have problems with content area text, particularly in the areas of language, background knowledge, and advanced literacy skills. Argues that faculty collaboration is the key, with ESL specialists, reading specialists, and content area teachers supporting second-language students in content area…

Studies skilled readers' perceptions of the relative importance of elements of informative text on a subject matter with which the readers were unfamiliar. Finds little agreement among subjects regarding which material was important to remember for a test. (HB)

Presents a rationale for using trade books and other literature in social studies. Discusses selection of appropriate supplementary reading materials. Presents strategies for integrating literature into social studies. Concludes that, when used in conjunction with the text and other basal resources, literature provides an interesting and enriching…

Discusses the types and functions of graphic displays found in textbooks, whether they facilitate learning, how well students read graphic displays, and what classroom teachers can do to help students read and interpret graphic displays. (SR)