Studies and identifies the strategies that might be taught to improve students' abilities to read in the content areas. Compares texts used for developmental reading instruction with those used in content areas. Argues for content area teachers to sharpen their skills as reading instructors. (HB)

Notes that in the fourth grade, readers begin a transitional period where emphasis shifts from experiential reading to include informational and expository material. Discusses reading in the different content areas--English, history, mathematics, and science--and asserts that teachers should spend more time preparing students to read in these…

Argues that the secret behind truly powerful learning lies in developing students' metacognitive abilities. Presents an overview of the role of formative assessment in learning to read and in reading to learn. Discusses some research-based instructional techniques useful in helping students take executive control of the reading act. (SR)

Reviews the literature relevant to the subject of comprehension monitoring and offers ideas from the reading research for how students can improve their comprehension and how teachers can tell if students understand what they read. (JC)

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)