Suggests some guidelines for writing mathematics texts so that students can learn by reading. Contains 14 references. (Author)

To provide the first interstate quasi-experimental assessment on the power of content integration in building reading skills, the authors studied the effects on reading comprehension of GeoLiteracy--a K-8 package of 85 lessons that teaches geography in the context of practicing reading and writing skills. Ninety-six third through eighth grade…

This paper examines the problem of content reading by elementary school age children and gives teachers advice to facilitate learning of expository text. Armbruster, Anderson, and Ostertag (1987) identified some of the difficulties students have with content reading to be lack of interest, lack of motivation, and insufficient prior knowledge.…

Describes the "Go" reading program which improves reading skills of fourth graders in four different language arts areas. (RB)

The Direct Reading Lesson, as discussed in this article, is a method that allows for improving reading skills in math. The author suggests the following steps for using expository material: read for main idea; read for sequence or outline; note vocabulary; refer to illustrations and diagrams; read creatively, inferring, drawing conclusions, and…

Visual compositions can be used in the content areas to address comprehension problems posed by implicit factors in any content theme. The importance of a visual presentation for writing is that it can instantly portray the theme to be learned and act as a catalyst to elicit words and sentences to help explain that content theme. Stages of…

An implicit contract between author and reader during discourse production and comprehension that defines the liberties each may take in relation to the text is proposed in this report. Discussed in the report are the writer's responsibilities in such a contract--to be sincere, informative, relevant, and clear and to establish points of contact…

In designing this curriculum guide, the contributors drew materials from a variety of sources (social studies texts and reading workbooks) to help teachers develop student reading skills while indirectly exposing students to the customs, vocabularies, and histories of various ethnic groups and cultures. Activities are suggested for teaching word…

This guide to teaching reading skills in the science classroom incorporates methods primarily associated with teaching reading as an isolated subject. Recommendations include determining the students' reading instructional level, matching text materials to that level, developing vocabulary through context clues and Latin and Greek roots, and…

THE FOLLOWING QUESTIONS ARE ANSWERED TO SHOW THAT THE READING PROGRAM SPANS THE TOTAL CURRICULUM--(1) WHAT READING SKILLS ARE REQUIRED FOR READING IN THE CONTENT AREAS, (2) WHO SHOULD TEACH THESE SKILLS, AND (3) WHAT MATERIALS ARE NEEDED. SKILLS SHOULD BE GROUPED ACCORDING TO SKILLS FOR READING A SINGLE STUDY-TYPE SELECTION, SKILLS FOR SECURING…

THE CURRENT DEBATE OVER THE READING SKILLS NECESSARY FOR SCIENCE LEARNING IS DISCUSSED. IN THE PAST, THE TEACHING OF READING WAS BASED ON THESE TWO MAJOR CONSIDERATIONS--THE RECOGNITION OF MEANINGS OF INDIVIDUAL WORDS AND THE ORGANIZATION OF THE WORD STIMULI RECEIVED FROM THE PRINTED PAGE INTO MEANINGFUL PATTERNS. THE RESURGENCE OF THE…

THE EFFECTIVE READER SHOULD DEVELOP WORD ATTACK SKILLS, AN ADEQUATE VOCABULARY, AND THE ABILITY TO ADJUST READING RATE TO THE PURPOSE FOR READING. THESE SKILLS ARE INTRODUCED AND REINFORCED AT EVERY GRADE LEVEL WITH INCREASING DEGREES OF REFINEMENT FROM YEAR TO YEAR BY BOTH READING TEACHERS AND CONTENT AREA TEACHERS. LESS OBVIOUS BUT EQUALLY VITAL…

CALIFORNIA STATE-ADOPTED MATHEMATICS TEXTBOOKS FOR GRADES 1 THROUGH 8 WERE ANALYZED TO DETERMINE THE READABILITY LEVELS, THE AMOUNT OF EXPOSITORY AND STORY-PROBLEM READING REQUIRED, AND THE FREQUENCY OF MATHEMATICS VOCABULARY USED. READABILITY WAS DETERMINED THROUGH THE DALE-CHALL FORMULA AND THE FINDINGS OF AN EARLIER STUDY USING SPACHE'S…

A literature review was conducted to examine reading skills development in selected educational systems delivering postsecondary occupational education. The systems chosen were two-year, junior, and community colleges; area vocational-technical schools and adult programs; training centers; correctional institutions; the military; and business and…

The minimum competency goal that now dominates college basic skills instruction is not adequate to prepare the student for success in and beyond college. More can be accomplished within basic skills courses than the mere acquisition of literal information from a reading selection. The use of thematic unity can impose meaningful organization on the…