Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)

Explains the prerequisites involved in learning critical reading skills and describes some classroom lessons and activities that can build these abilities with all types of adolescent students. (MAI)

Outlines essential competencies which will help content area teachers effectively incorporate reading variables into instructional differentiation. (HOD)

Describes using Think-Pair-Share (a three-step cooperative learning activity) to complement the sentence-generation phase of the Possible Sentences Activity, a highly recommended prereading vocabulary strategy. (SR)

Argues that summaries are useful before, during, and after reading to help students become strategic readers. Discusses classroom applications of chronological and problem-solution "frames." (RS)

Argues that reading specialists' lack of success in persuading content area teachers to help their students read and study texts in social studies, science, and mathematics is a result of reading specialists' lack of careful thought about text structures. Discusses the text structures of textbooks in these content areas. (RS)

Investigates secondary content teachers' conceptions of study strategy instruction across four different stages of professional training and experience and across four major discipline areas. Finds a lack of knowledge and/or valuing of study strategies; and a confusion of effective content teaching with effective process instruction, especially on…

Discusses the use of a "reflection guide" designed to help students increase their comprehension and recall of a textbook chapter. Notes that the guide is especially useful if students are asked to read a chapter to obtain background for a class discussion. Includes a sample completed reflection guide. (RS)

Introduces the Directed Questioning Activity (DRA), a teacher directed questioning strategy to be used in class with subject matter textbooks containing unfamiliar or difficult concepts. (RS)

Defines a type of literacy task, the search task (locating specific information). Explains why it is of concern, describes research on high school and college students' searching, and offers suggestions for search instruction. (SR)

Investigates why informational reading causes problems for secondary students. Presents solutions, including how the author has been able to assist pupils in reading for meaning by devising an approach called "Comprehending by Learning to Use Effective Strategies" (C.L.U.E.S.). (MG)

Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)

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)

Explores the potential for mathematics instruction of four reading strategies grounded in transactional reading theory. Illustrates how encouraging mathematics students to talk, write, draw, and enact texts can provide them with concrete ways to construct and negotiate interpretations of what they read. Contains 41 references. (Author/ASK)

This document consists of all 14 issues of a bimonthly serial, from its inception in May 1991 through November 1993. "Da Que Hablar" provides numerous authentic materials from magazines and newspapers to stimulate discussion in Spanish in the foreign language classroom. The articles cover topics such as current events, cultural issues,…