Discusses three issues related to science and reading: (1) reading is deemphasized in science education; (2) teachers are poorly prepared to teach students how to learn from reading science texts; and (3) science education seems to be open to accepting the potential of trade books in science instruction. (RS)

Reviews articles on "content reading" published from 1969 to 1991 in the journal "Reading Teacher." Discusses instructional methods and techniques of content reading and reading materials. Offers a list of topics for future consideration. (PRA)

Discusses the Concept Question Chain (CQC), a set of questions used for discussing narrative or expository text that enables students to develop, learn, and apply a text-based concept. Presents an overview for developing and implementing CQC. Presents excerpts from the discussion of a group of seventh graders and their teacher as they used the…

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Defines and describes the processes by which students acquire new knowledge: accretion, tuning, and restructuring. Relates these processes to knowledge models presented in earlier columns. Discusses extension activities. (RS)

Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)

Compared the amount of historical content information learned by students in classrooms using historical novels in place of basal readers with the amount of historical information learned by students in traditional classrooms. Finds that students reading historical novels recalled significantly more details, main ideas, and total amount of…

Argues that reading assessment must be reexamined and should focus on students' ability to apply learning strategies across content areas. Proposes a new method of assessment using observational and performance-based measures, process assessments, and content/course specific instruments. (HB)

Surveys 40 university instructors teaching content and methodology to preservice secondary teachers on why some students have negative attitudes or confusion toward a content area reading course. Discusses seven categories of explanations that reflect the changing images of education. (SR)

Describes how prior knowledge, current text, future text, and prior text all play a part in knowledge acquisition. States that most content area reading instruction emphasizes only current text. Notes that future columns will address this issue by introducing a method for teaching comprehension of exposition called "knowledge modeling." (SR)

Looks at what textbooks and trade books each have to offer to students in social studies, and discusses the value of using children's literature. Finds that using children's literature in the social studies curriculum improves content mastery or attitude toward social studies for some children, but not for others. (SR)

Lists and discusses 37 works of children's literature, and categorizes the books by disciplines (science, math, language arts, geography, history, and fine arts) as a reminder of the growing place for literature in all areas of the curriculum and the role it plays in fostering children's desire to know and learn. (SG)

This article provides an overview of current knowledge about vocabulary teaching and learning--understandings that influence learning across different disciplines. Research on the teaching and learning of vocabulary in particular subject matter areas, including mathematics, social studies, and science, is discussed. Based upon the instructional…

This review of recent literature, focusing on the integration of mathematics and reading, highlights three reading stances within mathematics classrooms. The first stance, reading problems, highlights the scope-and-sequence, transmission approach to learning mathematics, where the purpose of reading is to figure out how to solve an immediate…

The content areas provide rich contexts for developing vocabulary. This article presents some principles and a lesson model--the learning cycle--that can be used to develop vocabulary while building understanding in science. Because science instruction and the learning cycle model promote learning in real-world contexts, they provide students with…