Discusses the types and functions of graphic displays found in textbooks, whether they facilitate learning, how well students read graphic displays, and what classroom teachers can do to help students read and interpret graphic displays. (SR)

Describes how creative mapping (a pictorial version of semantic mapping) helps students organize or recognize organization in expository texts. (SR)

Tests the effectiveness of an instructional graphic (frames) on fourth and fifth grade students' ability to learn from reading their social studies textbooks. Finds that, for fifth grade students, framing was a more effective instructional technique than was the instruction suggested in the teacher's edition of the regular classroom social studies…

Argues that mathematics instruction is dependent not just on numbers and their manipulation, but on language, literacy, and comprehension. Uses original examples of mathematical texts to map out a rationale for the teaching of reading in math, and includes a range of practical suggestions for the math teacher that support the "spiraling" of…

Suggests guidelines teachers can use for implementing graphic organizers. Provides an example of such an implementation, including a short text selection, a sample script of the classroom pre-reading dialogue using a graphic organizer to introduce text selection. Discusses attributes of effective graphic organizer implementation. (SR)

Describes how pairing fiction and nonfiction books on the same topic, along with interactive class strategies (such as Venn diagrams, K-W-L, DR-TA, webbing, and activating prior knowledge), can boost students' understanding and enjoyment, help teach content material, and help to ease students into reading content area textbooks. (SR)

Noble High School, a large school located in rural southern Maine, embraces the concept of smaller learning communities, and its more than 1,100 students are heterogeneously grouped into teams. Although Noble was recently cited as a model of rural education (NASSP, 2004), its students nevertheless struggle to develop important literacy skills. On…

Based on the idea that reading instruction in science means teaching simultaneously the science content and the reading and reasoning processes by which that content is learned, this booklet offers practical and theoretical suggestions for science teachers to help students improve their content area comprehension. Chapters discuss the following…

CRA/IRA Session at the Thirteenth Annual Conference of the IRA in Boston April 26, 1968

The purpose of this study was to determine the feasibility of the cloze procedure as an additional means of speeding up the process of determining a child's mathematical reading abilities. Two cloze mathematical reading tests (CMRT) of equal length were constructed. The tests averaged 250 words each and every fifth word was deleted. One cloze…

This booklet was designed to acquaint social studies teachers with the meanings of some of the terms used in reading which are related to social studies, to acquaint these teachers with the reading skills that can be taught and/or reinforced through social studies activities, and to provide a source of a model of such activities. Activities are…

Problems that students may have because of their unfamiliarity with the passage structures used in many social studies textbooks are discussed. Passage structures are defined as certain rhetorical structures such as compare/constrast, general/specific, and sequence. A teaching strategy for helping students overcome these difficulties is included.…

Presents a strategy training framework called SCROL (Survey the headings, Connect, Read the text, Outline, and Look back) for helping at-risk college-age students use text headings to improve comprehension. (SR)