Suggests that the work of reading researchers may be ineffective because it lacks a practical impact on teacher educators or classroom teachers. (AEA)

Discusses the application of meta analysis to six areas of science education research and notes the absence in all of the research of any substantial reference to the act of reading. (AEA)

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

Reviews the research by Louise Rosenblatt and suggests how it can be used by college instructors. (HOD)

Discusses content area concerns for secondary teachers. Presents two ideas to help teachers build the bridge from research findings to content classrooms: (1) an inservice plan that specifically teaches content teachers strategies which they, in turn, can use with students; and (2) the use of action research in the classroom. (JD)

In a question-and-answer format similar to that used by Dear Abby and Ann Landers, a professor suggests possible letters he might receive and formulates humorous answers to them. (DF)

Describes a gifted student research activity in which historical novels are evaluated for their historical accuracy. Reports that students are able to integrate their own thoughts with several different sources of information. (RS)

Describes "inductive towers," a visual medium for inductive thinking in secondary classrooms. Argues that teachers can use inductive towers to show how theories are formed in the social sciences. Explains how students can build inductive towers to practice inductive thinking, analyze information, or organize information-gathering in a…

Explains how a teacher can prepare students to read content area material by helping them bring prior knowledge about a topic to memory. (AEA)

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Synthesizes documents from the ERIC database concerning the research paper as an effective tool in developing communication and study skills, and suggests strategies for helping students successfully research and write a paper. (RS)

Studies the responses of four teachers to errors made in oral reading. Concludes that although they used more than one strategy, the "tell" method of instant correction was used far more often than any other. Urges reading teachers to determine which methods are best for each student. (RS)

Provides results of a survey of how 90 elementary and secondary teachers used their content area and English textbooks. Reports that both elementary and secondary teachers use textbooks primarily to supplement instruction, but that secondary content area teachers could benefit from inservice education to assist in flexible use of textbooks. (SKC)

Suggests using writing to enhance students' learning of content material because a positive environment that encourages writing allows students to explore, analyze, and synthesize what they are learning in a content classroom. Enumerates principles for facilitating comprehension and recommends using a guided writing procedure. (SKC)

Describes a program for at-risk sixth grade students designed to address their learned helplessness and enable them to view themselves as competent, capable learners. Suggests using question response cues, double entry/response journals, and self-evaluation to give students some control over their learning. (RS)