Argues that using reading strategies in mathematics classes can help students understand mathematical concepts. Discusses five principles for mathematics teachers to use in incorporating reading strategies in the classroom. (RS)

Develops an Information Text Reading Activity (ITRA), a conceptual framework for presenting reading lessons that will engage students in reading informational text actively. Notes that the framework provides a basis for selecting and evaluating instructional activities and assists the teacher in moving students toward independence in learning. (RS)

Introduces the FLIP (Friendliness, Language, Interest, Prior Knowledge) framework to help middle and secondary students examine their reading assignments and develop appropriate plans of action. Includes a rationale for the framework, a description of it, and suggestions for classroom implementation. (SR)

Recommends teaching students to use text structure clues to determine the organizational patterns of content material and instructing students to use these patterns to predict possible test questions, because many students are not aware of text structure clues and consequently do not apply them to their text reading. (SKC)

Offers an explanation of metaphor comprehension and the processes of comparison it entails. Describes a strategy that focuses on the processes of comparison, intended for regular students in junior high school or gifted middle school students. Presents segments of an actual lesson illustrating the strategy. (JK)

Discusses the procedures and rationale for teaching students to connect new words with gestures or psychomotor meaning as well as semantic meaning. (HTH)

Describes one strategy designed to help students monitor their comprehension while reading content area materials. (HOD)

Extends and evaluates the Content Processing Model proposed by Charles W. Peters. Suggests revision of the model, and applies the model to the subjects of literature and agriculture. (FL)

Argues that the focus of content area instruction needs to include an emphasis on factors that motivate students to read their textbooks. Presents five strategies to link reader and text: using analogies; relating personal anecdotes; disrupting readers' expectations; challenging readers to resolve a paradox; and introducing novel and conflicting…

Explores the nature of illiteracy for adults who have made no or minimal progress in learning to read or write. Finds further support for using the whole language approach and the language experience approach for adult beginning readers. (RS)

Presents Reciprocal Question-Answer Relationships (ReQAR), an instructional technique for assisting at-risk readers in independently applying a metacognitive strategy of self-questioning, combining elements from the Reciprocal Questioning (ReQuest) and Question-Answer Relationships (QARs) techniques. (RS)

Describes specific problems that students encounter when they begin the transition into content area studies. Examines a recent research summary on study skills for suggestions about how to address these problems. (MM)

Presents a strategy training framework called SCROL (Survey the headings, Connect, Read the text, Outline, and Look back) for helping at-risk college-age students use text headings to improve comprehension. (SR)

Presents a teaching strategy that uses modeling, discussion, and group work to teach reading research strategies in context. (SR)

Describes how content area teachers balked at the need for prereading activities. Discusses how the teacher realized the importance of such activities through a variety of inservice activities. (RS)