Discusses instructional approaches to content area reading that are described in ERIC documents. Among the areas discussed are prereading activities; strategies to support comprehension as students read; an integrated approach to vocabulary, comprehension, and textbook organization; and kits of materials for integrating reading skills into content…

Suggests using the Guided Reading Procedure as a prereading activity and as a postreading activity when students have read different materials. (MKM)

Shows how a content area teacher can help students relate prior experiences to the new information to be gained through the reading assignment. (MKM)

Explains how administrators can help teachers incorporate reading skills into the content areas and outlines a five-step procedure. (Author/JM)

The Effective Reading in Content Areas (ERICA) teaching model comprises four stages: preparing for reading, thinking through information, extracting and organizing information, and translating information. Aspects to consider in the first stage include the preparation of ideas, text, and vocabulary. Two strategies can be used to promote reflection…

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

Outlines instructional implications of a theory of reading comprehension that holds that a transaction takes place between reader and text during which the reader derives meaning from printed marks based on personal experiences. (AEA)

Discusses research that indicates the value of prereading and postreading in content area reading; explains the encoding specificity principle, which is the basis of methods that present similar cues during prereading and postreading. Describes several instructional applications of this principle. (GT)

Offers a definition of science which emphasizes methodology. Notes that authors of books can encourage scientific thinking by developing imagery, unfolding stories using critical thinking, building stories around science subjects, and developing books that unfold a story while informing the child. (TW)

Five implications are drawn from the literature on effective reading instruction for students speaking nonstandard dialects: avoid criticism and over-correction, develop oral English first, include the language experience approach as one basic method, utilize directed reading activities in content classes, and provide a variety of media for…

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)

Describes a directed reading and writing lesson that uses the power of the composing process throughout content area lessons to enhance reading comprehension. Uses a fifth grade science lesson as a model. (FL)

Discussed are nine strategies that secondary school student teachers can use to contribute to the reading improvement of their classes. (JM)