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…

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

Discusses making content area reading an integral part of the curriculum. Discusses objections, fads, critical skills, and implementation. (SR)

Surveys 47 primary grade teachers to identify strategies for assisting young children to read, comprehend, and learn from content area materials. Identifies six areas of general instructional practices as effective in helping students read content passages. (MG)

Describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. Surveys these teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies; and their confidences and concerns about preparing lessons.…

A study examined the extent to which reported familiarity, reported utility, and perceived applicability of content area reading strategies were related to teaching in the primary grades. A total of 68 first- through third-grade teachers representing 6 elementary schools in 2 districts responded to the Content Area Questionnaire. Frequency…

This study assessed the attitudes of secondary school teachers toward incorporating the teaching of reading skills with content. The subjects were all social studies teachers working with grade levels nine through twelve. Two groups of these teachers were administered a questionnaire--group A was composed of 21 teachers at one of four high schools…

Discusses the various factors required in the construction and validation of affective scales and synthesizes viable procedures drawn from several widely accepted sources. (HOD)

Outlines a delivery system which improves teachers' classroom performance by (1) introducing them to content-area reading strategies and (2) drawing upon the research on effective inservice education, in an attempt to create a format which will allow and encourage participants to experience behavioral change. (RAE)

Makes recommendations about what content area reading should include and how it should be presented to content teachers. (FL)

Reports on a study that reveals that reading may not play as important a role in content area teaching as many believe. (AEA)

A model in-service education program in content area reading is described. Secondary content teachers changed their attitudes toward teaching reading in their classes, improved their knowledge of reading skills, and expanded their perception of their skill in teaching reading. (Editor)

Results of a survey of 150 high school teachers in four states suggest that content area teachers do teach reading skills and that many now have accurate perceptions of reading teachers and reading skills. (DD)

Describes a study in which teachers indicated a more favorable attitude toward teaching students to learn from texts than a comparison group did toward teaching reading in the content areas. Suggests changing the slogan "Every teacher a teacher of reading" to "Every secondary teacher teaches students to learn from texts." (MKM)

Discusses four reading strategies or teaching techniques (the jigsaw method, anticipation/reaction guides, "What I Know," and self-questioning) found to be key in helping inservice teachers overcome their reluctance to teach reading in content area classes. (RS)