Reviews various procedures for diagnosing secondary school students' reading problems, including affective diagnosis, general cognitive diagnosis, and diagnosis of the students' overall academic performance. (AEA)

Suggests that secondary school reading specialists desiring to establish a school-based, schoolwide reading program form a reading committee composed of content area teachers who propose ideas and help implement them. (MKM)

Illustrates how a linguist might approach literary analysis, emphasizing the behaviors of the reader. Discusses four kinds of signals of meaning, including the lexical, the grammatical, the thematic, and the cohesive. (RL)

Results of a survey of 150 high school teachers in four states suggest that content area teachers do teach reading skills and that many now have accurate perceptions of reading teachers and reading skills. (DD)

Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

Describes a study in which teachers indicated a more favorable attitude toward teaching students to learn from texts than a comparison group did toward teaching reading in the content areas. Suggests changing the slogan "Every teacher a teacher of reading" to "Every secondary teacher teaches students to learn from texts." (MKM)

Describes four writing-to-learn strategies used in a content area reading class for preservice teachers: admit/exit slips, looping, cinquains/progressive cinquains, K-W-L (What I Know, What I Want to Know, and What I Learned). (SR)

Outlines the highlights of the National Council of Teachers of English (NCTE) 2001 Baltimore convention. Explains the Teacher of Excellence Awards, which identifies outstanding high school English language arts teachers. Comments on a selection of a new editor for the "English Journal," and details new initiatives as well as the Portland…

Summarizes selected research in the area of student-generated questions by responding to questions posed by secondary preservice teachers in content area reading classes. Notes that student-generated questions make reading an active process and force the reader to focus attention on the reading material. Presents 10 conclusions based on research…

Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Presents two classroom activities designed to get students' questions without stress and to use journals for content area comprehension. Discusses informal reading inventories and the consensus model of reading. (RS)

Secondary school students encounter textbooks that are expository in form and contain unfamiliar vocabulary. Principals should ensure that reading is taught in content areas and should understand the strategies for teaching content reading so they may evaluate teachers more effectively. (six references) (MLF)

The article describes a four-step procedure for constructing two types of graphic organizers (hierarchical and compare/contrast) to help secondary academically handicapped students gain information from textbooks. Implementation methods include teacher-directed, student-directed with text references, and student-directed with clues. Testing…

Explains why rereading should be an integral part of instructional practice and student behavior. Recommends that teachers of secondary school students give students instructional guidance when asking them to reread a text. (MG)

This article presents an interactive model for teaching content area concepts to secondary students with reading/learning disabilities. It offers procedures for activating student background knowledge and for assisting students in developing the relationships among concepts that are critical for concept evaluation, synthesis, and application.…