Techniques are given for helping students learn to read for meaning and to relieve their anxieties about reading. A selected bibliography is appended. (LH)

Discusses ways that teachers might aid pupils in reading content area textbooks. (FL)

Provides ten suggestions content area teachers can use to help students with limited reading abilities. (DD)

Describes collaborative efforts by the Strategic Literacy Initiative at WestEd and secondary teachers and administrators in California to develop and implement an interactive approach to reading improvement called Reading Apprenticeship in an effort to help adolescent readers break through the "literacy ceiling" in all their subject area…

Conversation with Donna Ogle, past-president of the International Reading Association, about content-area reading issues and strategies for low-achieving students. (PKP)

Presents three simple exercises (involving analogies, word relationships, and closed sorts) designed to reinforce vocabulary and concepts from content area textbooks. (RS)

The author integrated reading in an Introduction to Business course to teach students to become involved with the material they read, to relate ideas from literature to the course content, and to stimulate interest in outside reading. Readings from "Iacocca: An Autobiography" were assigned and discussed in small groups. (CH)

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)

Describes a familiar reading strategy, Question-Answer Relationship, modified for use in the mathematics classroom to help mathematics students read, answer questions, and learn from text. (SR)

Describes a 15-minute, open book test which covers assigned reading material in a biology class and which encourages students to actually read and learn from their text. (SR)

Compares secondary school students' underlining of main points in a biology text to their teachers' underlinings of main points. Finds large variations in the number of main points underlined by the students and even by the teachers, and large variations in the agreement between students and their teachers. Suggests that educational variables are…

Argues that instructional activities involving visuals help secondary learners understand and remember what they read. Discusses why and how teachers should use visuals. Presents strategies for using textbook visuals and learner-generated visuals. (SR)

Asserts that there is a need for sources of information about incorporating specific reading strategy instruction into content area junior high and high school courses. Provides 11 annotations from the ERIC database on the topic of content area reading. (PRA)

Discusses the revised Extended Anticipation Guide, which is designed to reveal students' misconceptions about topic and to help students to understand exposition. (PRA)