Discribes ways the reading specialist can help content area teachers improve reading skills. (RB)

Presents a survey of state reading certification requirements for secondary teachers along with suggestions for content area reading. (RB)

Discusses the RADAR technique--Read, Analogize, Discuss, Apply, Review/Research--and how it can be used in content area classrooms to teach concepts. (FL)

Reports the results of a study showing that natural reading experiences allow readers to construct schemata that can be used to comprehend other discourse. (AEA)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

Sets forth five principles designed to make teacher-written directions easier for students who are poor readers to follow. (FL)

Reports on a study that reveals that reading may not play as important a role in content area teaching as many believe. (AEA)

Argues that health educators must learn to predict readability levels of textbooks to be sure that they are challenging and understandable to the student. Concludes that this can be accomplished through the use of readability formulas. (FL)

Uses the questioning techniques of the Directed Reading-Thinking Activity and the Guide-O-Rama to enhance social studies students' reading comprehension. (AEA)

Describes a teaching method that combines the concepts of the structural overview and concept attainment in order to help students read content area textbooks. (FL)

Describes the steps for creating a study guide to direct students' efforts to understand and remember information from texts. (AEA)

Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)

Suggests using readability formulas, a skills inventory, an introspective report, and diagnostic approaches based on models of comprehension as informal evaluations of students' content reading ability. (MKM)

Reports that no significant differences in comprehension were found between an experimental group of seventh grade students that read selected passages from an appropriate science textbook containing built-in aids and a control group that read the same passages without aids. (FL)