Descriptor
| Textbook Content | 5 |
| Textbook Evaluation | 5 |
| Content Area Reading | 3 |
| Reading Comprehension | 2 |
| Secondary Education | 2 |
| Censorship | 1 |
| Content Analysis | 1 |
| Fiction | 1 |
| Higher Education | 1 |
| Inservice Teacher Education | 1 |
| Models | 1 |
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Source
| Journal of Reading | 5 |
Author
| Guthrie, John T. | 1 |
| Herlihy, John C. | 1 |
| Lloyd, Carol V. | 1 |
| Mitchell, Judy Nichols | 1 |
| Rodgers, Denis | 1 |
| Slawson, Catharine D. | 1 |
| Strahan, David B. | 1 |
Publication Type
| Journal Articles | 4 |
| Guides - Classroom - Teacher | 2 |
| Opinion Papers | 2 |
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Peer reviewedGuthrie, John T. – Journal of Reading, 1983
Responds to the challenge of textbook censors that content is critical to the process of value formation by presenting other determinants: the theme of the text, the values of the reader as related to that theme, and the teaching strategies implemented. (AEA)
Descriptors: Censorship, Fiction, Moral Values, Teacher Effectiveness
Peer reviewedSlawson, Catharine D. – Journal of Reading, 1991
Reviews 25 college reading skills textbooks for their context skills presentations. Provides six suggestions for revising the instruction of contextual skills to college students. (RS)
Descriptors: Higher Education, Reading Skills, Remedial Reading, Supplementary Reading Materials
Peer reviewedRodgers, Denis – Journal of Reading, 1974
Reports a random sampling of the frequency and types of connectives used in content area textbooks. The results suggest that a knowledge of connectives fosters comprehension in reading and speaking. (TO)
Descriptors: Content Area Reading, Readability, Reading Comprehension, Reading Materials
Peer reviewedStrahan, David B.; Herlihy, John C. – Journal of Reading, 1985
Describes a technique for training teachers to analyze textbooks that could be used either in teacher training classes or inservice workshops. (HOD)
Descriptors: Content Analysis, Content Area Reading, Inservice Teacher Education, Models
Peer reviewedLloyd, Carol V.; Mitchell, Judy Nichols – Journal of Reading, 1989
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)
Descriptors: Content Area Reading, Reading Comprehension, Reading Difficulties, Science Education
