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)

Looks at what textbooks and trade books each have to offer to students in social studies, and discusses the value of using children's literature. Finds that using children's literature in the social studies curriculum improves content mastery or attitude toward social studies for some children, but not for others. (SR)

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

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)

Sets forth five principles designed to make teacher-written directions easier for students who are poor readers to follow. (FL)

Connects knowledge about good vocabulary instructional practices and actual practice through information, guidelines, and specific strategies. Details the strategies of semantic feature analyses; word maps; individual vocabulary cards; word webs; context-relationship procedure; the Frayer model; and word analogies. Concludes there needs to be…

Argues that mathematics instruction is dependent not just on numbers and their manipulation, but on language, literacy, and comprehension. Uses original examples of mathematical texts to map out a rationale for the teaching of reading in math, and includes a range of practical suggestions for the math teacher that support the "spiraling" of…

Argues that content area teachers should assume the major responsibility for preparing students in the areas commonly assessed in minimum competency tests. Sets forth four problems in convincing content area teachers to assume this role and offers techniques for persuading them to do so. (FL)

Describes a jigsaw puzzle activity, a two-part cooperative learning activity useful at any level of mathematics instruction, intended to teach students to become "strategic readers" of their mathematics textbooks. (SR)

Advocates synergistic pedagogy, in which all the school subjects are related and taught in such a manner that they are almost inseparable. Demonstrates how this might be done with an interdisciplinary theme on the stars. (SR)

High school students were tested on their ability to follow directions written by content area teachers. Poor readers understood the directions only about half the time, which probably confounds their performance on classroom tests and assignments. Ways that teachers can make their instructions easier to read are suggested. (SJL)

Notes the problems young readers often have in decoding words of three syllables or more that appear in their textbooks and offers three solutions to the problem. (JC)

Reports findings of a study that examined the extent to which the variability observed in reading levels of common junior high textbooks was also present in four popular high school social studies texts. (FL)

Suggests that content-area teachers can encourage students' voluntary reading by maintaining classroom collections of subject-related books and magazines and by providing class time for independent reading. (SJL)

If content area teachers are to be effective in the teaching of reading skills, they must possess sound and positive attitudes toward reading instruction. Data indicate that there were differences in attitude among secondary teachers who taught English, history, and mathematics. (Author/RK)