Investigates what reading skills college students use as they study. Finds differences in students' responses at the beginning and end of a semester in which they were enrolled in a college reading study skills class, including using questioning as a method, and using different study methods for different topics and different types of tests. (SR)

Introduces the Directed Questioning Activity (DRA), a teacher directed questioning strategy to be used in class with subject matter textbooks containing unfamiliar or difficult concepts. (RS)

Defines a type of literacy task, the search task (locating specific information). Explains why it is of concern, describes research on high school and college students' searching, and offers suggestions for search instruction. (SR)

Investigates why informational reading causes problems for secondary students. Presents solutions, including how the author has been able to assist pupils in reading for meaning by devising an approach called "Comprehending by Learning to Use Effective Strategies" (C.L.U.E.S.). (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)

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)

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…

A course for improving Dutch reading proficiency of entering university students was developed by the Linguistic and Literacy Studies department of the University of Tilburg in the Netherlands. Dutch secondary school students receive instruction in text-specific approaches to reading but no instruction in reading methodology. The course focuses on…

Describes a teacher inservice program designed to help secondary teachers improve reading skills in the content areas. (RB)

Presents a case for a qualified reading specialist directing a staff trained and competent in reading disabilities at the secondary level. (RB)

Research has identified three reading strategies that are affected in various ways by signaling--the emphasis of superordinate relationships in text. Using a structure strategy, readers follow the text's superordinate relations to focus on the text's message and how it relates to supportive details. Readers who use the detail/list strategy focus…

This booklet is intended to help secondary school teachers with content area reading instruction. Sections of the book contain step-by-step guidelines for successful reading experiences in business education, driver education, English, home economics, mathematics, music, science, and social studies. The booklet also contains a glossary of reading…

As part of the National Assessment of Educational Progress in reading, this volume, "Theme 6: Main Ideas and Organization," directs attention to the fact that identifying the main idea of a passage or discovering its organization requires a higher level of comprehension than merely gleaning the important facts. Some of the exercises…

A rationale for the teaching of reading in conjunction with the teaching of science is developed and illustrated. Specific activities at elementary, middle, and secondary school levels are discussed in terms of the reading skills involved and the science processes stressed. (AA)