This practical resource emphasizes the special contribution that visual art, drama, music, and dance can make to student literacy and understanding of content-area reading assignments. Focusing on those areas where students tend to struggle, this book helps K-5 teachers provide an age-appropriate curriculum that is accessible to an increasingly…

The arrival of the Common Core State Standards changed the landscape of teacher preparation for many teacher education programs by highlighting the importance of growing students as readers, writers, and communicators. This study focuses on the instructional literacy practices of preservice teachers enrolled in a co-taught course with a literacy…

The reading students are required to do for school bears little semblance to the reading they do outside of school. Students today are reading the same texts in school that students read a generation ago, but the varieties of text used outside of school are much different. One result is that many students are unmotivated to become readers.…

Investigates the effectiveness of improving the reading comprehension of sixth-grade social studies students through the use of metacognitive strategies. Finds that students who are instructed in the use of metacognitive strategies increase their reading comprehension more than students who do not receive such instruction. (MG)

Proposes that, in addition to demanding literal comprehension of reading materials, study guides should contain questions that require the type of critical reading that promotes interactive, constructive, and dynamic cognitive behaviors. Provides a sample of a general study guide that would promote these reading behaviors. (AEM)

Reports the results of a study which surveyed 237 junior and senior high school teachers' endorsement and use of selected content area reading strategies. Results showed a substantial gap between the teachers' generally positive attitude toward the reading practices and their level of use of the practices in the classroom. (JDH)

An analysis was conducted of 12 fourth-grade science and social studies lessons in which a textbook was used as a focus of instruction. The purpose was to determine how the textbook was used by teachers and students, and in particular, to determine what kinds of questions the teachers asked during the textbook-based lessons. The results replicate…

A basic concept in reading content in the social studies is for pupils to experience adequate background information. A pupil cannot read and understand new subject matter unless prerequisites have been met. For early primary grade pupils, the Big Book concept may be used, wherein the teacher discusses the illustration in the book pertaining to…

Describes a study which examined through classroom observations of reading and social studies whether elementary schools provide comprehension instruction. Major findings included the fact that almost no comprehension instruction was found. (MKM)

A study explored whether the use of a study guide would improve students' comprehension of content area material. Two groups of students in an eighth grade social studies class were involved: students in the control group received the usual instruction--the chapter was read orally and discussed in class--while students in the experimental sample…

Home economics and social studies teachers' perceptions of their ability and use of the reading process were compared. Data were gathered through a reading survey instrument given to 82 home economics teachers who later participated in workshops on integrating the reading process into the curriculum. The same instrument was mailed to 100 randomly…

Reports findings of a survey, asking 1000 secondary social studies teachers to rate 36 specialist-designed reading practices. Shows teachers value and employ these techniques: (1) provide suitable materials; (2) offer instruction and guidance; (3) develop readiness through prereading; (4) encourage recitation, discussion, and comparative reading.…

The 14 lessons in this guide are intended to enhance elementary students' personal correspondence skills. The activities encourage creative personal interdisciplinary expression in language arts, visual arts, social studies, science, and mathematics through lessons that can be presented independently or integrated into existing lesson plans. Each…