Offers a six-step model for showing young children how to handle story problems. (FL)

Reading and related basic skills should be stressed in the elementary social studies curricula. An integrated curriculum makes social studies more meaningful to students and strengthens its position in the curriculum. (Author/AM)

Examines patterns of instruction in literature, particularly the transactional strategy proposed by Louise Rosenblatt, that emphasize the reader's immediate experience with the text. Illustrates the effective application of response-based teaching of literature. (RL)

Reviews research on the effectiveness of SQ3R as a study technique, noting that support for SQ3R is based more on opinion than on empirical evidence. (JT)

Reviews reading skills needed for social studies learning in the intermediate grades and expands on the skill area of comprehending graphic aids. Suggests that teachers must help children to perceive visual symbolism; interpret pictures; use graphics, maps, and globes; develop TV and film literacy; and use visual expression. (Author/SJL)

Describes the use of content area reading miniclinics, with sessions lasting from 2 to 10 days on a particular skill or related skills, that have proven useful at a junior high school. (MKM)

Suggests ways that industrial arts and vocational education teachers can use shop activities for which student motivation is high to teach reading skills. (MKM)

Describes a content area reading course developed for technology majors at Texas Southern University (Houston). (FL)

Provides seven recommendations for an effective secondary reading program that will treat reading as a body of skills taught in all subject areas. (MKM)

Provides evidence concerning the attitudes and behaviors of 111 content area reading teachers regarding reading, the teaching of reading, and reading specialists. Notes significant differences found between teachers of different subject areas. (Author/RL)

Describes Project READ:S (Reading Education Accountability Design: Secondary) designed to encourage teachers to adopt more effective techniques of presenting printed materials. Uses authoring diskettes to enable teachers to produce textbook comprehension modules (reading guides) to accompany the student throughout the reading process and assist in…

Describes how an excerpt from an electronics magazine challenged the author to examine problems in reading comprehension. Notes the sources of difficulty in understanding demanding text, and states that prior knowledge--not isolated comprehension skills--is necessary to create meaning from a text. (MM)

Examines the effectiveness of a remediation program that coordinated the existing remediation curriculum with required academic courses. Finds that the program was successful in improving student reading abilities, assisting them in performing well in a beginning history course and retaining them at the university. (RS)