Junior-high-school students need instruction in utilizing the various reading study skills as a means of better understanding content and of becoming more independent learners of subject matter. Teachers in the content areas, by using texts and subject-related materials, are in the best position to teach these skills. Although each subject has its…

The purpose of this monograph is twofold. First, it reviews, analyzes, and synthesizes where possible the findings of selected research related to content reading which has been conducted during the past two decades. Secondly, it describes how the findings of this research apply to classroom instruction. The topics discussed are: Reading in…

This book concerning the teaching of reading comprehension (considered synonymous with reading interpretation) may be used in preservice reading methods courses at the elementary and secondary levels, as well as in inservice workshops which focus specifically on reading comprehension. The first part contains a detailed explanation of the skills…

Describes an adapted form of the "Directed Reading Thinking Activity" which guides students through reading assignments with content materials containing an abundance of factual information and details that need to be remembered. (RL)

Presents an annotated list of sources of tried-and-true activities that will help to put teachers on track with content area instruction. Intended as a resource for high school reading specialists who need to persuade content area teachers of the value of new and different instructional strategies. (SKC)

Describes a technique using expository text structures and graphic organizers as the basis for taking notes from content area texts. This technique can be transferred to notetaking during lectures. (RS)

Presents three study techniques based on the Content Directed Reading-Thinking Activity that help college students organize, understand, and recall what they are learning from a text. (AUTH/ARH)

A strategy to help senior high school social studies students overcome reading problems is suggested. Students are asked to use analogies to describe how they feel when they reach a difficult passage in their textbook. The students then use their own analogies to analyze ways to study the text. (RM)

Proposes that by focusing on comprehension and schema development rather than skill and drill, secondary and college level reading instructors can promote more meaningful reading. (HOD)

Reading in the content areas is a basic in the curriculum. The ability to read well involves a plethora of knowledge, skills, and attitudes. Measurement of instruction involves the use of highly specific objectives in reading instruction. With a measurement philosophy of instruction, the following are important to consider: whatever exists, exists…

Describes the contents of history and biology kits prepared by content area teachers for use in a college reading and study skills course. (TO)

Examines the state of reading in the secondary schools, reviewing ERIC documents on content area, developmental, and remedial programs. (RB)

Examines and analyzes items on the Grossen Deutschen Sprachdiploms" test of May 1970. (WB)

Teaching basic skills in elementary social studies courses does not promote more teaching of social studies; it decreases social studies teaching time. The adverse impact of overemphasizing the 3-Rs and auditory and abstract learning over visual and tactile-kinesthetic experiences is discussed. (AM)

Provides a statement one reading-language skills teacher prepared for his colleagues concerning the services he could offer them and listing what he expected in return from both teachers and students. (FL)