This booklet is designed to help science teachers who would like to improve the reading skills of their students. The first section of the booklet has three purposes: to acquaint the science teacher with meanings of terms related to reading in science, to acquaint the teacher with reading skills which can be taught and/or reinforced through…

Suggests ideas for using content area texts, newspapers, magazines, and phone books to teach skimming and scanning. (MKM)

Teachers of the Newark, Delaware, school district developed Project C.A.R.E. (Content Area Reading Enrichment) to make reading a part of math, science, social studies, English and survival instruction. Project C.A.R.E. English activities are designed to make certain that reading is truly a part of all language arts by reinforcing five reading…

Shows how to incorporate direct and functional reading instruction into career education programs. (GW)

Illustrates how advance organizers can be used to aid the second-language decoding process. Devices considered include cognate recognition, syllable-morpheme information, contextualized meaning, chronological ordering, time-frame reference, cross-cultural differences, redefinitions, and direction of discourse. (CB)

Describes a philosophy course offered at East Carolina University through the Special Studies Program for marginally-admissable students. The program uses selected readings from Russell, James, Sartre, and others and the Personalized System of Instruction to build critical thinking, reading, and study skills, while introducing students to the…

Proposes an instrument that should help teachers and administrators monitor instructional reading practices and abilities in the content area classroom. (HOD)

Suggests that by using a variation of the language experience approach, teachers can facilitate the learning of both science and reading. (FL)

The disparity between male and female career-bound students' abilities to read, comprehend, and use written information is a problem for high schools and their feeder middle grades. A primary reason for the difference is that teachers and administrators expect too little of male students. Educators need to recognize the importance of communication…

Three reading skills programs were developed as part of one school system's attempt to increase the reading achievement scores of its ninth graders. The first program was designed to establish interdisciplinary and teaching and collaborative learning techniques among the teachers in the "Ninth Grade Academy." The second program involved…

Presents a rationale and four lessons for word study and critical thinking in a social studies class using folk songs. (TO)

Assuming he has basic work recognition skills, any child can read any book with some degree of comprehension if the teacher conveys a positive attitude and students learn to read with purpose. (Author/RB)

Questions the exclusive use of escapist fiction in basic reading for primary school children and stresses the development of critical reading skills through nonfiction reading material. (RW)

Describes how semantic mapping and semantic features analysis were used to teach reading skills and social studies in two eighth grade classes. In mapping the word "transportation," students listed examples of and relationships between vehicles, fuel, and place concepts. In the semantic features analysis, they compared characteristics of…