Ponders the dilemmas of teaching and learning how to learn from reading (using the "fortunately/unfortunately" pattern from Remy Charlip's book "Fortunately.") (SR)

States that teachers are not teaching content area reading strategies primarily because they have not been taught to use the available strategies in their teaching. Outlines four approaches that reflect current and emerging means for fostering the use of teaching strategies. (MG)

Studies and identifies the strategies that might be taught to improve students' abilities to read in the content areas. Compares texts used for developmental reading instruction with those used in content areas. Argues for content area teachers to sharpen their skills as reading instructors. (HB)

Discusses the discrepancy between traditional history learning and thinking like a historian. Describes two studies in which high school history students read multiple texts on a given historical event. Argues that students need to be taught to evaluate messages and to think critically, and that using multiple texts to teach students to think like…

Argues that the Internet is a valuable information source for teachers. Demonstrates this by presenting an online Internet conversation between three teachers using a teacher "chatroom" to explore an educational issue (how to help students learn to read and appreciate informational text) with other like-minded educators. (SR)

This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text.…

The most important skill teachers can communicate through reading experiences is the awareness of what kinds of questions to ask with different kinds of texts. These questions are not the factual questions that drift in and out of short term memory but the implicit questions, the thought-provoking "big questions." Some teachers…

Describes teaching preservice teachers how to use one specific content-reading strategy (summarization) when teaching high school math. Incorporates written reflections of three preservice teachers to describe how the content-reading strategy was implemented during a course-related field experience in three separate high school math classrooms.…

Describes a reading comprehension strategy--Prepare, Structure, Read, and Think (PSRT)--designed for subject area lessons that use expository textbooks. Presents a generic guide for planning and conducting a lesson based on PSRT. (MM)

Finds that using discipline-based texts (in this case, psychology texts) in college English-as-a-Second-Language (ESL) reading instruction increases ESL students' reading comprehension significantly, even if they are not psychology students. Suggests that such texts encourage students to construct schemata, increase metacognition of the reading…

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Describes the rationale, advantages, and teaching procedures of the "talk through," a postreading strategy that helps high school and college students go beyond a simple retelling to transform, reorganize, and elaborate information and monitor their own understanding. (SR)

Surveys 47 primary grade teachers to identify strategies for assisting young children to read, comprehend, and learn from content area materials. Identifies six areas of general instructional practices as effective in helping students read content passages. (MG)

Describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. Surveys these teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies; and their confidences and concerns about preparing lessons.…