This study addressed the question of why, to what extent, and under what conditions teachers fully implement and adapt instructional innovations. The subjects, a group of 24 ninth grade content area teachers, were seen to have implemented a particular set of reading innovations only to a limited degree. Five major themes were revealed as having an…

Describes a teacher inservice program designed to help secondary teachers improve reading skills in the content areas. (RB)

Presents a case for a qualified reading specialist directing a staff trained and competent in reading disabilities at the secondary level. (RB)

Sustained silent reading (SSR) is a structured activity designed to allow students to engage in normal reading while in school. Characteristics of SSR include (1) students select their own materials to read, (2) each student reads silently during the SSR time period, (3) the teacher also reads silently, and (4) the period is ended by an informal…

This booklet is intended to help secondary school teachers with content area reading instruction. Sections of the book contain step-by-step guidelines for successful reading experiences in business education, driver education, English, home economics, mathematics, music, science, and social studies. The booklet also contains a glossary of reading…

A 14-item inventory was designed to determine the attitudes of secondary teachers toward the teaching of reading by checking their perceptions of their personal role in content area reading instruction, their personal preparation and ability to teach reading, the actual task of teaching reading skills, and the role of reading specialists at the…

This bibliography of articles, books, and ERIC documents related to reading in the secondary school is divided into eleven sections: general, art, business education, English, industrial arts and vocational education, foreign languages, health and physical education, mathematics, music, science, and social studies. (AA)

Considers some strategies for helping secondary content area teachers find effective ways to teach their students specific techniques for handling the materials they have to read. (MKM)

Learning centers can be developed in secondary school subject area classes to encourage independence and to help the teacher individualize instruction. (MKM)

Presents a questionnaire designed to allow content area teachers to evaluate their attitudes toward reading and suggests that these attitudes influence student attitudes. (MKM)

Suggests that using the scientific method's five steps--recognize the problem, collect facts, form hypotheses, test hypotheses, form a conclusion--can help teachers of any subject help their students read with deeper understanding. (FL)

Five thinking operations are identified which secondary school teachers in all fields should be prepared to teach students with reading problems. (GW)

Research has informed educators about the value of preparing students for reading in the content areas, but how do teachers begin the complicated task of planning effective prereading activities that maximize their students' learning? This book provides practical activities that promote the learning of adolescents in their daily work in content…

Literacy--the ability to read, write, speak, listen, and think effectively--enables adolescents to learn and to communicate clearly in and out of school. Adolescents need to have strong literacy skills so that they can understand academic content, communicate in a credible way, participate in cultural communities, and negotiate the world. The…