The traditional approach to reading in the content areas has been to teach reading skills only in reading class, usually using literature or narrative selections and expecting transfer of those skills to content texts or other expository materials. The transfer of those reading skills has been such a disappointing experience that even students who…

This study assessed the attitudes of secondary school teachers toward incorporating the teaching of reading skills with content. The subjects were all social studies teachers working with grade levels nine through twelve. Two groups of these teachers were administered a questionnaire--group A was composed of 21 teachers at one of four high schools…

A list of skills needed for both reading and science programs are discussed.

Suggests a way of helping students apply their reading skills to solve math word problems. Claims comprehension monitoring is a set of skills that can be applied to both reading and math problem solving to help students integrate their reading skills with their computational skills. (MS)

Reviews recent research on reading comprehension and textbook content and provides examples of several instructional strategies designed to aid students in understanding textbook passages. (JDH)

Discribes ways the reading specialist can help content area teachers improve reading skills. (RB)

Reports the results of a study showing that natural reading experiences allow readers to construct schemata that can be used to comprehend other discourse. (AEA)

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

Reading skills change developmentally, from acquisition of decoding skills to reading-to-learn. This article discusses the non-instructional and instructional factors that associate with acquisition, and the non-instructional and instructional factors that associate with reading-to-learn. (Author/BW)

Describes the steps for creating a study guide to direct students' efforts to understand and remember information from texts. (AEA)

Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

Presents a rationale and suggests methods for teaching reading in college social science courses. Urges instructors to stress vocabulary and purpose when making reading assignments. Discusses ways of passage-marking; the skim, question, read, record, and review (SQ3R) method; and assignment mapping. (AYC)

Describes the techniques of critical reading and how they were taught to college students in an honors writing class. (JT)