Describes and presents an inventory for estimating primary grade students' ability to read mathematical vocabulary and their understanding of math concepts. (FL)

Provides an overview of the types of reading programs found in four-year colleges, shows what research says about the different strategies used by good and poor readers in comprehending material, and reviews several existing university programs that are successful in providing instruction in these important reading and learning strategies. (FL)

Reading and related basic skills should be stressed in the elementary social studies curricula. An integrated curriculum makes social studies more meaningful to students and strengthens its position in the curriculum. (Author/AM)

From their study of science and social studies reading problems in urban secondary schools, the authors present specific suggestions for the responsibility of the content teacher in selecting appropriate reading materials and helping students to understand their content. (Author/SJL)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Reviews reading skills needed for social studies learning in the intermediate grades and expands on the skill area of comprehending graphic aids. Suggests that teachers must help children to perceive visual symbolism; interpret pictures; use graphics, maps, and globes; develop TV and film literacy; and use visual expression. (Author/SJL)

Argues that cooperative learning activities such as small group activities are important in social studies classes because they enhance text comprehension, nurture interaction skills, develop democratic behavior, and actively involve the students. (RS)

Argues that reading resource specialists can show content area teachers how to create an atmosphere of support, modeling and guiding students to become strategic readers who gain control of their own learning. (RS)

Deals with the text patterns commonly found in social studies books. Explores the expository text pattern and offers a teaching pattern to help guide students through the transition from narrative to content area texts in the upper elementary grades. (MG)

Argues that recent work on the relationship between language and ideology conducted within the framework of critical pedagogy, and work on the relationship between language and social identity, should serve as a basis for both increasing teachers' awareness of language and for revamping teacher preparation curricula. (RAE)

Discusses ways picture books can be utilized to teach social studies to elementary students. Discusses specific books and their uses in teaching anthropology, geography, history, and sociology. (SR)

Expresses concern over the current mathematics education of students and discusses mathematics as a language, including: reading critically, mathematical metaphors, mathematical literature, the nature of knowledge, and how one becomes mathematically literate. (MKR)

Describes a joint effort in a school/university partnership to develop, implement, and evaluate a literature-based approach to sixth grade social studies. Discusses theory and rationale; designing the unit; addressing prior knowledge; think sheets; head, hand, and heart of citizenship; developing personal responses; and program effectiveness. (SR)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Maintains that a fresh perspective is needed on secondary reading assessment. Discusses several factors that should be, but are not, included in secondary reading assessment, and describes barriers to advances in such assessment. (SR)