Presents a useful instrument which determines what administrators and teachers expect of reading specialists. (RB)

Defines the flexible reader, suggests methods of assessing reading flexibility, and presents a strategy for teaching reading flexibility in secondary level content area classrooms. (FL)

Although students may read every word of an assignment, a lack of ability to make meaningful connections between words, phrases, sentences, and paragraphs can make it impossible for them to interpret and apply what they read. Strategies are given for increasing reading comprehension in social studies instruction. (JN)

Suggests ten teaching strategies for combining reading skills development and physical education instruction. (MKM)

Discusses ways that teachers might aid pupils in reading content area textbooks. (FL)

Describes collaborative efforts by the Strategic Literacy Initiative at WestEd and secondary teachers and administrators in California to develop and implement an interactive approach to reading improvement called Reading Apprenticeship in an effort to help adolescent readers break through the "literacy ceiling" in all their subject area…

Presents three simple exercises (involving analogies, word relationships, and closed sorts) designed to reinforce vocabulary and concepts from content area textbooks. (RS)

Describes a familiar reading strategy, Question-Answer Relationship, modified for use in the mathematics classroom to help mathematics students read, answer questions, and learn from text. (SR)

Describes a 15-minute, open book test which covers assigned reading material in a biology class and which encourages students to actually read and learn from their text. (SR)

Compares secondary school students' underlining of main points in a biology text to their teachers' underlinings of main points. Finds large variations in the number of main points underlined by the students and even by the teachers, and large variations in the agreement between students and their teachers. Suggests that educational variables are…

Argues that instructional activities involving visuals help secondary learners understand and remember what they read. Discusses why and how teachers should use visuals. Presents strategies for using textbook visuals and learner-generated visuals. (SR)

Asserts that there is a need for sources of information about incorporating specific reading strategy instruction into content area junior high and high school courses. Provides 11 annotations from the ERIC database on the topic of content area reading. (PRA)

Discusses the revised Extended Anticipation Guide, which is designed to reveal students' misconceptions about topic and to help students to understand exposition. (PRA)

Presents reading strategies which use "flag words" (enumerative, superlative, transitional, and other flags) to help students identify, extract, and organize important information from text. (SR)