Tells content reading teachers some of the pitfalls to avoid and some of the new approaches to take in helping students benefit from reading. (RB)

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

Suggests ten teaching strategies for combining reading skills development and physical education instruction. (MKM)

Presents three simple exercises (involving analogies, word relationships, and closed sorts) designed to reinforce vocabulary and concepts from content area textbooks. (RS)

Describes nine steps in developing a structured overview for teaching the mathematical vocabulary necessary to understanding and working specific word problems. (MKM)

Explains the technique of using marginal glosses to help students learn from content texts and provides examples of various gloss stages. (AEA)

Suggests using materials dealing with sports in a variety of ways in content classes to improve reading and critical thinking. Provides specific suggestions for using sports in English, mathematics, social studies, science, and health classes. (MKM)

Provides suggestions from contributors on building vocabulary, using newspapers in instruction, and providing a news bulletin for content area instructors. (MKM)

Describes how Multiple Response Techniques (MRTs) can be used before, during, and after reading to help students better comprehend content material. Argues that MRTs enhance comprehension by engaging all students, focusing on students' strengths, training students in reflectivity and self-monitoring, and allowing the teacher quick evaluation of…

Describes a method for teaching reading in the content areas. (RB)

Suggests that content reading strategies should be validated by research. (MKM)

Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)

Argues that summaries are useful before, during, and after reading to help students become strategic readers. Discusses classroom applications of chronological and problem-solution "frames." (RS)

Argues that reading specialists' lack of success in persuading content area teachers to help their students read and study texts in social studies, science, and mathematics is a result of reading specialists' lack of careful thought about text structures. Discusses the text structures of textbooks in these content areas. (RS)

Delineates four ways of knowing history: (1) organizing events and people in a meaningful time frame and in a meaningful space frame; (2) interpreting by hypothesizing cause-effect and by generalizing about meaning; (3) interpreting by comparing events; and (4) cross-examining the accuracy and validity of purported "facts." Discusses instructional…