Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

Reviews research findings on transfer of learning and indicates that current research (especially metacognition) holds considerable promise for a more complete understanding of the mechanisms of transfer. (NKA)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

In a six-week study involving seventh- to ninth-grade students in a summer corrective reading program, neither the holistic nor the subskill treatment had a significant advantage in improving student reading comprehension or attitude toward reading. (JT)

Describes story impressions, a prereading activity that uses story fragments in the form of clue words and phrases to help readers activate schemata by building anticipatory models of the text prior to reading, then allowing the reader to confirm or modify the model as the details of the actual story are encountered. (SKC)

Describes 10 ideas for using recitation to strengthen reading comprehension, including: (1) what did I just say? (2) one thing I learned today; (3) student-generated test questions; (4) guess what will be on the test; (5) where is it located in the book? (6) teacher show and tell; (7) inquiry training; and (8) what's the big idea? (SKC)

Presents a remedial program model which helps to alleviate students' diagnosed skill deficits using activities and materials directly connected to their content courses. (ARH)

Discusses the Supplemental Instruction (SI) approach to teaching study skills using course content. Summarizes the methods used in SI review sessions and reviews data measuring the success of students involved in SI with implications for improving student performance in other difficult courses at the community college level. (SKC)

Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…