Article provided a short, series of steps teachers can follow when examining reading in secondary subject matter. These steps were intended to aid the secondary teacher (especially those with no formal training in reading instruction) to improve effective reading in the classroom. (Author/RK)

Proposes the use of analogies as a means of helping secondary school students become mature and versatile readers. Offers an example of how analogy was used in one lesson. (FL)

Sets forth five principles designed to make teacher-written directions easier for students who are poor readers to follow. (FL)

Discusses the problems involved in teaching reading skills to remedial readers, then offers a model for skill instruction. Provides a lesson plan that uses the model for phonics instruction. (FL)

A survey of school administrators, students, teachers, and employers reveals that the key to preparing students for vocations in a period of rapid technological change is to make them proficient in the skills on which future learning is based--especially the ability to read. (FL)

If content area teachers are to be effective in the teaching of reading skills, they must possess sound and positive attitudes toward reading instruction. Data indicate that there were differences in attitude among secondary teachers who taught English, history, and mathematics. (Author/RK)

Notes that in the fourth grade, readers begin a transitional period where emphasis shifts from experiential reading to include informational and expository material. Discusses reading in the different content areas--English, history, mathematics, and science--and asserts that teachers should spend more time preparing students to read in these…

Teachers were advised on methods of developing reading skills for students who are disabled readers and a reading checklist of content areas was added as a beginning in teaching reading. (Author/RK)

A program is discussed which was designed for students in need of intensive reading instruction. The program stresses self-reliance, self-awareness, and self-evaluation. (Author/RK)

Argues that the secret behind truly powerful learning lies in developing students' metacognitive abilities. Presents an overview of the role of formative assessment in learning to read and in reading to learn. Discusses some research-based instructional techniques useful in helping students take executive control of the reading act. (SR)

Reviews the literature relevant to the subject of comprehension monitoring and offers ideas from the reading research for how students can improve their comprehension and how teachers can tell if students understand what they read. (JC)