Describes techniques which teach students how to read science to help them overcome their anxieties about the subject and their desire to avoid it. (MG)

Suggests ways that popular literature in science can help to motivate students in a way that textbooks cannot. (MKM)

Presents suggestions from 4 teachers on (1) the benefits accrued over 9 years of a visiting authors program at a middle school; (2) using 60-second synopses for better concentration; (3) structured overviews for teaching science concepts and terms; and (4) how musicians see writing differently. (SR)

Provides suggestions for science teachers, reading teachers, and librarians on how to share their knowledge and come up with interesting books for science students to read. Includes an inventory to determine students' science interests, with an appropriate book suggested for each item. (MKM)

Describes a content area reading project (television science news broadcast), lists authors who have made contributions to the teaching of limited English-speaking students, and describes how a reading specialist and athletic coach worked as a team to improve student athletes' reading skills. (HOD)

Describes a schema-theoretic view of how analogies enhance students' prior knowledge; reviews some of the recent studies using analogies to assist students' comprehension of science text; and illustrates the use of an analogical study guide in biology. (HOD)

Describes a method of ranking the concepts in science texts in terms of these criteria: importance to the curriculum and student interest; the development of the concept in the text; and the level of background knowledge expected of students. Argues that these ratings should guide instruction. (RS)

Describes the integration of text previews (teacher-developed synopses of the text) and three-level study guides (encouraging factual, inferential, and problem solving responses). Claims a combination of these constitutes a powerful strategy for content area reading. (RS)