Discusses common flaws in Anticipation Guide statements (teacher generated statements, used in teaching expository reading, about a topic that students respond to before reading about that topic). Offers guidelines for writing statements and examples of ineffective and effective statements. (SR)

Argues that using reading strategies in mathematics classes can help students understand mathematical concepts. Discusses five principles for mathematics teachers to use in incorporating reading strategies in the classroom. (RS)

Introduces the FLIP (Friendliness, Language, Interest, Prior Knowledge) framework to help middle and secondary students examine their reading assignments and develop appropriate plans of action. Includes a rationale for the framework, a description of it, and suggestions for classroom implementation. (SR)

Describes how content area teachers balked at the need for prereading activities. Discusses how the teacher realized the importance of such activities through a variety of inservice activities. (RS)

Describes a metacognitive approach to improving vocabulary. The method trains students to establish a network of relationships among words and relate the words to personal experiences. (HOD)

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)