Describes a two-column notetaking strategy for use with eighth grade remedial students. Notes that students regain a sense of independence and control using the strategy. (RS)

Using evidence drawn from classroom observations of grades eight and 11, the article addresses the question: If content area teachers are not implementing the methods that reading educators suggest, what are the characteristics of existing instruction? (HOD)

Explains how teaching study skills using real content area materials was accomplished in an eighth-grade remedial reading class. Investigates student performance in social studies and science classes. Finds that students improved both the self-report of study habits and their grades in social studies and science classes. (RS)

Reports on the various ways teachers use textbooks to make assignments for discussion and offers a checklist for teachers interested in analyzing their own use of text in discussion. (HOD)

Reports on a survey of 72 "recognized" middle schools and 83 randomly chosen schools, which indicates that most schools require reading instruction, especially in grade six. Finds that many offer remedial programs, but that practice has not responded to theoreticians' advocacy for reading in content areas. (RS)