Examines elementary, middle, and high school teachers' evaluations of the desirability, feasibility, and use of textbook adaptations in their classrooms. Finds that teachers valued teacher textbook adaptations and implemented a variety of adaptations, at least to a moderate degree. (SR)

This exploratory study examines how practicing teachers perceive the function and use of study guides in their content area classrooms. Subjects, 21 students in a graduate content area reading course and 14 cooperating teachers in field experience settings for students enrolled in an equivalent undergraduate course, completed a forced-choice and…

The growth of reading programs in junior high schools is in the hands of teachers having two different educational orientations. What must be done to overcome this apparent difficulty is explained and explored in this article. (Editor)

Indicates that preservice content area teachers who were required to take a reading methods course improved their attitudes toward teaching reading. (AEA)

The author maintains that subject teachers will not fear or resent the task of improving reading performance in their content areas if they realize that reading is not additional content requiring extra class time but rather a way to improve students' comprehension of their own course content. (SJL)

Suggests ways to stimulate content area teachers' interest in content area reading programs. Advocates a philosophy of "content communication," which can be developed by guiding subject matter teachers through five developmental stages (awareness, knowledge, simulation, practice, and incorporation). (JT)

Outlines how nine content-area textbooks dealt with reading and writing instruction. Explains that the texts were read to be coded and to identify categories of literacy messages. Notes that content-area textbooks contain negative discussions about traditional teaching methods, and that the authors seem to care about content-area literacy but do…

Determines content area teachers' favorite strategies and why they used them. Examines if the material the author taught was being applied by students in her content reading methods course, and which strategies and methods were being used most frequently. Notes visual aids, analogy, graphic organizers, and notetaking were the most often used…

Discusses the historical background of content-area reading instruction from its origins in the early 1900s. Discusses problems in the integration of reading instruction in the content areas: (1) lack of preparation of preservice teachers; (2) little assigned reading in the content area textbook; and (3) resistance of preservice teachers. Notes…

Presents a model for an affective component in methods courses on content area reading. Notes that the goal of the component is to help teachers develop an understanding of their current beliefs, feelings, and behaviors related to reading acquisition to better accept and use content area reading instruction. Gives special emphasis to the…

Describes how content area teachers balked at the need for prereading activities. Discusses how the teacher realized the importance of such activities through a variety of inservice activities. (RS)

Compares fifth-grade teachers' views of teaching a content area literacy lesson with those of literacy professors. Finds that the majority of teachers followed the text closely and took a dominant role as transmitter of knowledge, while professors were not constrained by the text and emphasized a constructivist view of learning. Discusses…

Results of a study of content teachers' judgments of their students' reading abilities confirm the importance of gaining information from classroom observation. (AEA)

Describes the procedure by which content area teachers are trained to implement the use of study guides in their classrooms. (AEA)

Postelementary reading instruction is offered in many specialized developmental and remedial courses, but there is some awareness of reading needs in content areas and of the need for those teachers to accept responsibility. A review of the literature examines whether postelementary teachers teach reading as an integral part of their content area…