Describes a content area reading course developed for technology majors at Texas Southern University (Houston). (FL)

Describes a mathematics review lesson that provides an opportunity for students to review topics through problems that require an in-depth analysis of their similarities and differences. (FL)

Reports findings of an investigation of the effect of teaching behaviors on student reading achievement in Spanish. (FL)

Provides evidence concerning the attitudes and behaviors of 111 content area reading teachers regarding reading, the teaching of reading, and reading specialists. Notes significant differences found between teachers of different subject areas. (Author/RL)

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)

Develops a list of graded mathematical terms which gives a quick estimate of a child's reading ability in mathematics. Asserts that this instrument could identify students who need instruction in mathematics vocabulary and who have difficulty reading their mathematics textbooks. Finds a high correlation between teacher estimates and results…

Presents a portrait of a content area reading course taken by undergraduates in a health/physical education teacher preparation program. Discusses how resistance was anticipated and rallied as a way of driving the work done over the course of the semester. (RS)

Describes reading orientations for secondary teacher education courses, which attempt to develop in content-area majors an awareness of reading problems their students will have, why these problems exist, and what solutions are available. (RL)

Defines the term "higher cognitive questioning" and shows teachers how to use this technique to build students' critical reading skills. (RL)

Discusses the importance of teaching vocabulary in the content area so that at-risk readers can develop strategies to see word relationships and the importance of higher-level thinking. Examines and offers specific examples of the strategies of mnemonigraph cards, analogies, and word groupings. (RS)

Shows the importance of teaching reading in the content areas. Recognizes that integrating reading and writing in mathematics, science, and social studies greatly enhances students' ability to understand and process expository text. Provides specific strategies for incorporating reading and writing in the content areas. (RS)

Since the 1940s, teachers in upper grade classrooms have been asking students to "survey, question, read, recite, and review" chapters in their content area textbooks. Known as SQ3R, many teachers have long believed that this study strategy helps students make sense of unfamiliar informational text, or that it at least provides a structured…

Describes an adapted form of the "Directed Reading Thinking Activity" which guides students through reading assignments with content materials containing an abundance of factual information and details that need to be remembered. (RL)