Describes a high school where reading is taught in every content area, including in marine biology, health, and United States History. (RB)

Notes several documents in the ERIC data base which describe successful content area reading programs and methods. (MKM)

Describes how one school system designed a flexible training program for teaching reading in the content areas. (RB)

Describes six content area reading programs with an interdisciplinary approach to teaching reading skills. (RB)

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)

Suggests ways to stimulate content area teachers' interest in content area reading programs. Advocates a philosophy of "content communication," which can be developed by guiding subject matter teachers through five developmental stages (awareness, knowledge, simulation, practice, and incorporation). (JT)

Describes a model for a comprehensive reading program that identifies critical elements of a program and their relationship to one another. (MKM)

Suggests four directions in which college reading programs must go if they are to preserve themselves. (JM)

Reports on a study to determine whether placement in a remedial English class is more effective than placement in a regular English class for enabling students who are beyond the acquisition phase of reading development to pass district minimal competency tests. Data support placement in the regular English class. (NH)

Describes Project READ:S (Reading Education Accountability Design: Secondary) designed to encourage teachers to adopt more effective techniques of presenting printed materials. Uses authoring diskettes to enable teachers to produce textbook comprehension modules (reading guides) to accompany the student throughout the reading process and assist in…

Describes how an American History teacher used strategies learned in an inservice activity to develop a computer-aided reading lesson concerning the Bill of Rights. (SR)

Provides a model for a comprehensive reading program which has five components: the content teacher, the reading consultant, the developmental reading teacher, the remedial reading specialist, and the support staff. (HOD)

Examines the state of reading in the secondary schools, reviewing ERIC documents on content area, developmental, and remedial programs. (RB)