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…

Describes a program at the University of Northern Colorado in Greeley which sponsors seminars for university and high school teachers where they can learn how to teach reading and writing skills in the content areas. (MKM)

Shows how to integrate a college reading course with a content area course. Presents five steps of a procedural model followed by students, which include knowing what one needs to do, making plans, doing it, evaluating the plan, and deciding how to handle the problem next time. Contains strategy sheet and concludes with recommendations. (EL)

There are many reading abilities that students need in order to read and comprehend effectively in the content areas. Discussed are techniques that the teacher can use to make students critical and independent readers. These include the directed reading activity, SQ3R, mapping, the cloze procedure, and various vocabulary techniques. (RM)

Suggests that one way reading teachers can begin to familiarize themselves with content area texts is to create network diagrams or maps of the information. (HOD)

Students having difficulty with reading in the social studies may be having difficulty with much more than the technical, skill-oriented facility with language that the content area approach is supposed to alleviate. Students must also be taught to interpret the text, i.e., to link the world to the words that represent it. (RM)

Presents instructional strategies for teaching developmental reading and study skills based on a news magazine, with synthesis activities involving the use of additional periodicals. (HOD)

Presents suggestions, research, and instructional materials contained in the ERIC system to help secondary students in mathematics content reading. (RB)

Summary and discussion of the experience of teaching a reading knowledge of German to Spanish-speaking students of linguistics and literary criticism. (RS)

A reading enrichment component of a secondary school social studies curriculum involves students in reading historical novels, biographies, and short stories which represent good literature and which portray other times, places, and peoples. Objectives are to reinforce social studies content and to improve reading skills. A bibliography is…

Concludes that the maze procedure tended to overestimate students' ability to cope with an unfamiliar text, while the cloze procedure appeared to be a reasonably accurate measure. (FL)

The author maintains that subject teachers will not fear or resent the task of improving reading performance in their content areas if they realize that reading is not additional content requiring extra class time but rather a way to improve students' comprehension of their own course content. (SJL)

Investigates whether using an advance organizer along with metacognitive strategies helps high school students learn content material. Finds that using metacognitive strategies leads to significantly higher reading scores than the use of advance organizers alone or merely reading an introductory passage. Finds that the benefits increase as the…

Describes a generation-of-questions study strategy used by high-risk college freshmen enrolled in a reading and study skills class. Notes that the students were more willing to use the strategy when their feedback was incorporated into the strategy. (RS)