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)

Describes 10 categories of inferences and proposes a three-step procedure for teaching students to make inferences while reading. (HOD)

Describes five strategies that foster independent learning of content area vocabulary. (MKM)

Describes six strategies for teaching vocabulary: exclusion brainstorming, knowledge rating, connect two, semantic feature analysis and semantic gradients, concept ladder, and predict-o-gram. (HOD)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Encourages use of the newspaper for adults to improve their reading skills and to practice applying academic skills to problem solving. (NKA)

Explains semantic feature analysis, a technique that helps students learn a new vocabulary by seeing how words are alike and how they are different. (HOD)

Adds mapping and summarization to the K-W-L (know, want to know, learned) strategy to produce a reading-thinking strategy, equally helpful to remedial and nonremedial high school students for content area textbooks. (NKA)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

Presents five content area reading strategies for teaching music, theory, history, and performance techiques: anticipation guides, study guides, planned inferential reading lessons, recreational reading, and vocabulary instruction.(FL)

Discusses four principles derived from theory and practice that make incorporating writing into any class easy and worthwhile: (1) creating audience awareness, (2) making writing tasks consequential, (3) varying writing assignments, and (4) using writing to help students integrate new material into what they already. (FL)

Advances a set of five principles related to the development of independent learners and recommends the use of three types of activities effective in moving students toward greater independence in applying their ideas and skills. (NKA)

Discusses (1) strategies that make learning disabled adolescents independent in subject area classrooms, (2) the use of medieval rhetoric to help modern students expand their writing, and (3) students' opinions of sustained silent reading. (NKA)

Explains a five-step study strategy (PORPE) that can be used in any content area: Predicting potential essay questions to guide subsequent study; Organizing key ideas using own words; Rehearsing the key ideas; Practicing the recall of the key ideas in self-assigned writing tasks; and Evaluating the completeness, accuracy, and appropriateness of…