The author states that vocational education teachers in secondary schools have no more important task than to teach subject area reading skills to their students. He discusses common-sight reading skills (e.g., learning technical vocabulary), textbook/manual skills (e.g., using a textbook), and shop/lab/classroom skills (e.g., identifying tools).…

Describes a four-step approach to help students evaluate the news reports that they hear and read. (RL)

Analyzes the research on how readers use text patterns to understand writing and identifies five text patterns found in both school texts and work texts. (HOD)

Reports on the reading processes of seven research physicists using data gathered from a series of interviews and observations. Reveals reading processes permeated with individual purposes and schema. (FL)

Suggests that teachers can develop students' study-reading skills more successfully using investigative processes rather than workbook-type exercises. (AEA)

Reading in the Malaysian primary and secondary school system is largely a master of skill mastery and school textbooks, workbooks and even examinations are a testament to this approach. The teacher of reading is often forced to make the choice of training her learners to read and answer comprehension questions for examination purposes. Reading in…

Developed for use in small groups, this unit focuses on developing some of the reading skills pupils need if they are to progress from Level 3 to Level 4 of England's National Curriculum. It is meant to supplement, but not to replace, the English curriculum for Year 7 pupils. The unit builds on the successful approaches of the National Literacy…

Adapted for whole class use, this unit focuses on developing some of the reading skills pupils need if they are to progress from Level 3 to Level 4 of England's National Curriculum. It is meant to supplement, but not to replace, the English curriculum for Year 7 pupils. The unit builds on the successful approaches of the National Literacy Strategy…

Defines the specialty of content area reading instruction and identifies the gaps in the knowledge base underlying this specialty. (AEA)

A review of the literature on the relationship between reading ability and mathematical ability shows the process of reading mathematics to be very different from the process of reading English prose. (AEA)

Characterizes middle school teachers' discussions of assigned readings from a variety of content area materials. Finds that the teachers' purpose appeared to influence the type of discussion they conducted and that their actual discussions seldom resembled their articulated abstract definitions of a good discussion. (KEH)

Contends that learning centers must obtain "curricular congruence" with the classroom to provide remedial students with the content and strategies they need for achieving success in subject-matter classrooms. Suggests that better efforts are needed to coordinate remedial and classroom instruction. (MS)