Investigates some of the mechanisms by which instructional objectives affect learning. Finds that with specific objectives, the secondary-task reaction times while reading objective-relevant material were longer, reading times were longer, and recall was greater than with either a general objective or with no objectives. (MM)

Investigates the effectiveness of technical vocabulary instruction before, during, and after reading content area materials in biology, government, and economics. Finds no significant differences attributable to the time of instruction. Finds a strong teacher effect. Concludes that the manner in which vocabulary is taught is more important than…

Examines middle and high school students' views of instructional practices teachers use to facilitate reading of difficult textbooks. Finds differences between students' perceptions of the desirability of textbook adaptations (high) and their perceptions of the frequency of teachers' use of adaptations (low). Discusses the disparity between…

Determines how science and social studies textbooks were used by teachers and students in 12 fourth grade lessons and what kinds of questions the teachers asked during the lessons. Finds that students do not get much practice reading informational text, and instruction often fails to promote conceptual understanding and meaningful learning from…

Examines the dimensions of preservice teachers' resistance to content reading instruction. Finds that preservice teachers hold surface misconceptions about content reading common among teachers. Finds resistance deeply rooted in beliefs and traditions of school life relating to teachers' roles and allegiance to content disciplines. Suggests…