Descriptor
Source
Journal of Reading | 6 |
Author
Chaplin, Miriam T. | 1 |
Criscuolo, Nicholas P. | 1 |
Davis, Susan J. | 1 |
Greenlaw, M. Jean | 1 |
Minter, Sydney A. | 1 |
Quina, James | 1 |
Starks, Gretchen A. | 1 |
Publication Type
Guides - Classroom - Teacher | 3 |
Journal Articles | 3 |
Reports - Descriptive | 2 |
Education Level
Audience
Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating

Quina, James; Greenlaw, M. Jean – Journal of Reading, 1975
Suggests that science fiction can be used as a vehicle for teaching a broad range of content subjects incorporating an interdisciplinary approach. (RB)
Descriptors: Educational Philosophy, Futures (of Society), Interdisciplinary Approach, Science Fiction

Criscuolo, Nicholas P. – Journal of Reading, 1976
Describes six content area reading programs with an interdisciplinary approach to teaching reading skills. (RB)
Descriptors: Content Area Reading, Interdisciplinary Approach, Program Descriptions, Reading Programs

Minter, Sydney A. – Journal of Reading, 1990
Describes an enrichment activity which simultaneously follows up on a literature unit and begins a unit on newspapers. Describes how students produced a newspaper based on events in the novel they had just finished reading. (RS)
Descriptors: English Instruction, Interdisciplinary Approach, Junior High Schools, Middle Schools

Starks, Gretchen A. – Journal of Reading, 1980
Student involvement is a high priority in a University of Minnesota study skills curriculum where students evaluate study habits on their campus, create their own academic aids, and disseminate important course material. (MKM)
Descriptors: Higher Education, Interdisciplinary Approach, Secondary Education, Student Attitudes

Chaplin, Miriam T. – Journal of Reading, 1978
Suggests four directions in which college reading programs must go if they are to preserve themselves. (JM)
Descriptors: College Programs, Content Area Reading, Educational Change, Higher Education

Davis, Susan J. – Journal of Reading, 1990
Describes the Thematic Experience Approach, designed to build on positive experiences that enlarge the high school dropout's perspective while building self-esteem, background knowledge, and reading ability. Describes a sample unit dealing with legal rights as presented in a history class, a futures class, and two language arts classes. (RS)
Descriptors: High Risk Students, High School Equivalency Programs, High Schools, Interdisciplinary Approach