Argues that reading specialists' lack of success in persuading content area teachers to help their students read and study texts in social studies, science, and mathematics is a result of reading specialists' lack of careful thought about text structures. Discusses the text structures of textbooks in these content areas. (RS)

Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)

Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)

Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)

Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)

Describes how creative mapping (a pictorial version of semantic mapping) helps students organize or recognize organization in expository texts. (SR)

Describes a method of generating a flow chart which indicates the multiple cause and effect relationships in literature and content area texts. Argues that this teaching strategy aids in the comprehension of difficult text. (RS)

Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)

Shows how a number of readability measures developed in English were applied to a textbook written in Hindi. Emphasizes that the more recent approaches to readability that focus on syntax, conceptual difficulty, and organization are a teacher's best help in selecting materials for students. (SR)

Describes a technique using expository text structures and graphic organizers as the basis for taking notes from content area texts. This technique can be transferred to notetaking during lectures. (RS)

Describes a game that helps middle grade students develop awareness of the five major ways authors present and tie content information together. (SR)

Examines the postsecondary research base for content area reading strategies. Compares findings to earlier studies of secondary schools. Finds semantic mapping and graphic organizers were more effective for secondary than postsecondary students, although most secondary students were not given instructions for the strategies used. Calls for further…