Reports that allowing students to rewrite textbook word problems in a free form is a valid technique in identifying a well-defined set of reading variables that contribute to difficulty in solving arithmetic word problems. (FL)

Describes the suggested use of three types of reading/study guides (K-W-L, Selective Reading Guide-O-Rama, and Levels of Comprehension) which can be used with students at all levels of academic and learning proficiency to help them read their textbooks with understanding. (RS)

Outlines a delivery system which improves teachers' classroom performance by (1) introducing them to content-area reading strategies and (2) drawing upon the research on effective inservice education, in an attempt to create a format which will allow and encourage participants to experience behavioral change. (RAE)

Presents five principles for restructuring classroom activities to obtain a maximum amount of oral language. Claims that by expanding children's oral language, their semantic and syntactic cuing systems to print will also be strengthened. (FL)

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)

Concludes that adjunct questions can significantly improve low achieving high school students' reading comprehension. (FL)

Reports that no significant differences in comprehension were found between an experimental group of seventh grade students that read selected passages from an appropriate science textbook containing built-in aids and a control group that read the same passages without aids. (FL)

Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

Presents a rationale for using trade books and other literature in social studies. Discusses selection of appropriate supplementary reading materials. Presents strategies for integrating literature into social studies. Concludes that, when used in conjunction with the text and other basal resources, literature provides an interesting and enriching…

Suggests that a directed reading and study skill use of content periodicals as a supplementary aid can produce measurable reading comprehension gains and observable content area enrichment. (JM)

Presents findings of a national survey to determine the extent of specialized preparation in reading of middle school teachers, including course offerings, course descriptions, methodology, and certification issues. Concludes that there are no consistent policies being formulated by teacher-training institutions in the area of middle school…

Examines comprehension and summary writing skills of fifth-grade Chamorro students in Guam who received instruction in the Guided Reading Procedure with an added summarizing step. Suggests that additional teacher instruction is needed to improve student understanding of the content area material. (NH)

Fifty-four sources are listed for the teaching of reading in the content areas of social studies, English, science, and mathematics. (RB)

Suggests that verbal aptitude may be a factor that affects the degree of students' test wiseness and may vary with the reading test that is administered. (Author)