Notes that many students lack the skills necessary for the efficient memorization of content information as well as awareness of appropriate rehearsal strategies or metacognitive skills. Discusses several rehearsal strategies, and concentrates on one--study mapping. (FL)

Offers adaptations of content area reading techniques that can help teachers integrate mainstreamed children into small groups with other members of their classes. Techniques include (1) the Jigsaw strategy, (2) the list-group-label strategy, and (3) the small group structured overview. (FL)

A strategy to help senior high school social studies students overcome reading problems is suggested. Students are asked to use analogies to describe how they feel when they reach a difficult passage in their textbook. The students then use their own analogies to analyze ways to study the text. (RM)

Proposes that by focusing on comprehension and schema development rather than skill and drill, secondary and college level reading instructors can promote more meaningful reading. (HOD)

Designed to help teachers develop instructional practices that enable students to become more active learners of content, this handbook provides elementary, middle school, and secondary teachers with strategies for integrating reading and writing as tools for learning in the content areas. The handbook describes literacy strategies that have the…

Describes the use of content reading and writing programs to address the problems of adolescent literacy. Provides examples of how content-area teachers incorporate reading and writing instruction strategies in their classes. (PKP)

Examines the task of locating information in textbook chapters (text search). Finds differences between more efficient and less efficient searchers in how they distribute their time across various aspects of the task. Discovers that as task complexity increases, efficient searchers allocate relatively more search time to initial stages of text…

Twenty-nine prelingually, profoundly deaf adolescents were interviewed to assess their metacognitive knowledge about school-related reading. Students' schemata for school-related reading were largely skill based and passive and lacked mature metacognitive knowledge that would enable students to gain the most from their reading instruction and…

Reading skills of Norview (Virginia) High School students were improved by establishing computer-equipped reading labs and preparing English, math, science, and vocational teachers to teach reading across the curriculum. Strategies included using prior knowledge of a subject, discussion, group reading projects, and paraphrasing. (SK)

Discusses the importance prior knowledge plays in learning in the content areas. Discusses previewing pictures as a prereading activity and presents a picture analysis activity which can be used to activate prior knowledge to use as a foundation for good bridge building. (MG)

Provides three vocabulary strategies that provide practical activities to improve the content area vocabulary and reading skills of students. Offers these strategies as an integrative means for implementation of content material to teach students essential vocabulary. (MG)

Recommends the use of historical fiction in secondary history instruction. Maintains that careful selection of books is the key to success in this endeavor. Provides a recommended list of books categorized by chronological periods and historical topics. (CFR)

First published in 2007. The focus of this book is on the cognitive processes involved in comprehension, and moreover, on techniques that help readers improve their ability to comprehend text and it is also on reading comprehension strategies. Indeed, the use of effective reading comprehension strategies is perhaps the most important means to…

Based on research findings, informed opinions contained in the professional literature, and examples from school personnel of "what works," this report focuses on strategies that educators can use to improve secondary school students' reading skills and enhance interest in reading. Many of the strategies in the report are applicable…

Helping students develop proficiency in the use of interpretive comprehension skills such as are required for reading mathematics and science materials becomes both a means for continuation of technological progress and a dimension of the kind of literacy needed for living and working successfully. The development of these skills must be sought in…