The teacher's dilemma presents various strategies for teaching content area reading. Teachers the content subject area should be willing to accept the fact that their role as teachers is vital to the success of his students. Students cannot be expected to read the textbook as they would the local newspaper or a novel. Students need to be taught…

Literacy skills including reading comprehension, writing, vocabulary development, and other components of literacy are utilized in all content-areas. In transacting with content-based texts, students should have the opportunity to response to content in a manner which is open-ended and thought-provoking. After using dialogue journals in social…

This single instrument case study illuminates the aesthetic transactions an adolescent male student constructs in response to an experimental Gothic studies reading unit implemented by his cooperating teacher over a sixth month period in his seventh grade ELA (English/ Language Arts) class. Ray is described as ''lazy' regarding academic reading…

This study examined the outcome expectancy beliefs (beliefs in one's ability to impact students' reading development) of secondary teachers in their content area who were not trained in literacy pedagogy. Results of the study reveal that many in-service secondary teachers lag in reading outcome expectancy beliefs (RTOE).

Learning content-specific vocabulary is critical for students especially in content areas such as science. However, direct vocabulary instruction is lacking in many classrooms. This case study examined vocabulary instructional strategies within a 6th grade science classroom. The following questions were addressed: (1) What science vocabulary…

In this article, teachers are reminded that their content subject areas require acquainting children with special words or symbols related to that subject area (e.g. mathematics or social studies). Because children can read well does not mean they would be understanding of any special reading skill required in a content subject area; that the…

The purpose of this research was to study the impact of an adolescent literacy education course on content area education students' attitudes toward implementing adolescent literacy strategies within their content lessons. Longitudinal data were gathered over five years and then analyzed. The researcher documented changes in the attitudes of the…

Research has shown that the use of pre-reading activities, such as graphic or advance organizers can positively affect student acquisition of vocabulary and meaning when reading new concepts presented in text. One particularly effective strategy, semantic mapping, can significantly impact students who previously had a lack of prior knowledge on…

Comprehension in textbooks, scholarly books, and research journal articles, along with identification of important information can be problematic for college students. Reading is fundamental in all academic disciplines. Many college instructors do not see that teaching students reading skills as part of their job, and that reading required…

Content area reading is extremely challenging for English language learners (ELLs). Although their English is not fully developed, they are faced with reading subject matter content in English that is typically written in academic language. Reading academic discourse is very challenging for ELLs because it is characterized with complex syntax,…

Discusses ways that teachers might aid pupils in reading content area textbooks. (FL)

Suggests using instructional objectives along with the usual short directions to insure the student's reading comprehension in mathematics. (TO)

Examines the effectiveness of the SQ3R study technique in enhancing comprehension of material in an introductory psychology textbook. Finds significantly better performance on tests of recall or conceptual items for students using SQ3R than for those using individual study methods. (RS)

Questions when the reading difficulties among secondary students can be normally expected and when these difficulties should cause alarm. (TO)

Notes that content area teachers who are required to complete a content area reading instruction course may begin with uncertainty regarding the usefulness of reading and language arts strategies. Describes three factors which may be important in developing and maintaining students' interest in a course in content area reading instruction. (RS)