Describes a strategy used to teach health-related vocabulary that required students to understand and make value judgments about the words. (MKM)

Encourages the use of dramatization as a way of building vocabulary by showing the meanings of words in the context of experiences associated with them. (DD)

Provides suggestions from contributors on building vocabulary, using newspapers in instruction, and providing a news bulletin for content area instructors. (MKM)

Describes vocabulary development in a college reading program that involves students writing and singing lyrics to the tune of "Puttin' on the Ritz." Discusses the theory behind this practice, specifically how rhyme and rhythm aid recall. (SRT)

Encourages use of the newspaper to remediate skills in older nonreaders. Proposes teaching essential reading skills concomitant with basic voting procedures so that nonreading adults will be able to function in society and describes seven activities requiring use of critical, literal and inferential skills. (JK)

Describes an instruction approach for teaching external clues that context clue instruction occurs over many years at all grade levels and asserts that this can used for learning vocabulary. Defines external context clues as syntactic and semantic elements within and among sentences. (SRT)

Contributors describe two classroom activities for secondary school reading students: a study-reading technique and a vocabulary game. (AEA)

Presents a short description with examples of the use of cartoons as a motivational and instructional technique for vocabulary study. (AEA)

Describes the step-by-step development of manipulative learning materials--materials with explicit instructions and some type of built-in reinforcement so that students can know if their answers are correct--for use in the content areas. (HTH)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

Demonstrates why analogy exercises are useful in developing both vocabulary and conceptualization. (JT)

Suggests that secondary school reading specialists desiring to establish a school-based, schoolwide reading program form a reading committee composed of content area teachers who propose ideas and help implement them. (MKM)

Describes a self-instructional photo-study learning center on comprehension skills for remedial readers. (MKM)

States that comprehension of expository text and the ability to summarize are factors in students' success with such material. Describes a model that induces students to use existing schemata to create new and necessary expectations while providing a technique for explicitly teaching the components of effective summaries. (JK)

Discusses the benefits of precis writing and suggests specific tasks to develop that skill. (AEA)