Discusses details for establishing and evaluating student directed reading groups. (HOD)

Recommends that classroom teachers use Question Answer Relationships (QARs) in developmental reading programs in content area subjects. (AEA)

Presents five content area reading strategies for teaching music, theory, history, and performance techiques: anticipation guides, study guides, planned inferential reading lessons, recreational reading, and vocabulary instruction.(FL)

Reports how teachers use magazines in their classrooms to supplement state adopted textbooks. Provides a comprehensive list of specialized magazines in three content areas. Describes student activities such as comparing articles on the same topic from different magazines, and reading and evaluating articles with opposing views. (RS)

Examines the effectiveness of combining two cognitive strategies, self-questioning and prediction, for a range of students reading below grade level. Finds that the use of these combined strategies improved reading comprehension of both slightly and severely disabled middle school students. (SR)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Discusses (1) strategies that make learning disabled adolescents independent in subject area classrooms, (2) the use of medieval rhetoric to help modern students expand their writing, and (3) students' opinions of sustained silent reading. (NKA)

Describes the main components of a structured program of word attack for students who have difficulty recognizing long words, noting that the most essential component of the program is a set of rules for predicting pronunciation. (HOD)

Presents seven teaching strategies for use in "whole class" settings that can help the content area teacher deal with the reading needs of mildly handicapped students. (HOD)

Describes activities to promote the integration of the right and left hemispheres of the brain that improve the attitudes of remedial readers. (AEA)

Reports on a study of the role of reading in two middle school and two high school content area classrooms. Concludes that for students in all four classes, reading was neither meaningful nor necessary, with the main purpose of reading being to locate answers to literal questions. (FL)

Examines the postsecondary research base for content area reading strategies. Compares findings to earlier studies of secondary schools. Finds semantic mapping and graphic organizers were more effective for secondary than postsecondary students, although most secondary students were not given instructions for the strategies used. Calls for further…

Explains how to ask questions that will help students focus on structure and better understand expository text. Notes that because students must make both internal and external connections to text structure, teachers should ask questions which prompt students to identify the relationships among ideas in a text so that meaningful learning can…

Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Provides a teacher study questionnaire and tables for two follow-up studies (observational and field) investigating questions of improved achievement through unit construction and increase in the likelihood of teachers employing reading and writing instruction. Concludes efficacy of units on teaching techniques. (JK)