Developmental reading courses that use specific content-area reading skills and whose reading specialists interact closely with discipline-specific faculty improve student learning (Cox, Friesner, & Khayum, 2003, p. 191). Additionally, content-area instructors who teach strategies such as utilizing study guides and graphic organizers, and who…

Readers' beliefs about their understanding and test performance as a function of the reading purpose was examined. Participants read a series of expository texts for entertainment or study purposes, answered questions about the texts, and their beliefs about future and past test performance were assessed. The results showed that students believed…

While incorporating digital technologies into the classroom has offered new ways of teaching and learning into educational processes, it is essential to take a look at how the digital shift impacts teachers, school administration, and curriculum development. "Academic Knowledge Construction and Multimodal Curriculum Development" presents…

A method for taking structured notes from textbooks uses a set of forms applicable to the texts in almost any content area. The two major goals of this method are using all parts of the textbook chapter and placing all parts of a chapter in context. The structured notes both focus on the content and force the students to synthesize and paraphrase.…

Relates the benefits of a modified version of the SQ3R (survey, question, read, recite, and review) study technique and tells how the modified version emphasizes previewing, reading, reciting, reviewing, and checking notes. Describes a two-phase strategy for training students to use the technique and providing guidance in applying it. (GT)

Because vocational students need to be able to read, visualize, and follow directions on the job, teaching them how to read and understand a textbook gives them a vital skill they can practice while acquiring technical skills. (SK)

Describes the Selective Reading Guide-O-Rama which is designed to help students in reading selectively and in distinguishing key ideas from supportive evidence and major points from minor points. (RB)

Describes one reading lab's successful efforts to improve the study and content reading skills of students in classes throughout the university. (DD)

Investigates the relationship between the use of appropriate study strategies and test scores on three different content area exams. Finds a high correlation between the use of positive strategies and test performance. (RS)

Presents SCAIT (Select key words, Complete sentences, Accept final statements, Infer, and Think at the applied level), a study technique to develop high school students' higher comprehension skills when reading content area material. (SR)

Describes a way to teach summarization that can be applied to all content areas, and explains the factors that make it effective. Includes written guidelines to follow as the class learns how to write summaries. Notes that a formal test of these classroom procedures showed that repeated references and generalization were both effective in…

Suggests three uses of the cloze procedure in content area reading to emphasize particular features such as content, structure, or concept. Provides illustrations of each type of study guide. (TJ)

Examines the effectiveness of the SQ3R study technique in enhancing comprehension of material in an introductory psychology textbook. Finds significantly better performance on tests of recall or conceptual items for students using SQ3R than for those using individual study methods. (RS)

Describes an in-service program designed to show teachers how to read in content areas so that they can teach their students relevant skills. (MKM)

Learning disabled students face problems with content area textbooks in the areas of vocabulary, syntax, concepts, and appearance. LD students should be taught how to use their books effectively as well as how to study. Formats are suggested for guided reading in the content area. (CL)