States that teachers are not teaching content area reading strategies primarily because they have not been taught to use the available strategies in their teaching. Outlines four approaches that reflect current and emerging means for fostering the use of teaching strategies. (MG)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

Examines four components of motivation (relevancy, expectancy, satisfaction, and interest) and discusses these components in the context of reading motivation. Offers strategies to engage students' interest and highlights several areas to consider when planning interest-promoting activities. (MG)

Examines the amount of time devoted to three types of instruction in five English and seven social studies classrooms. Finds that just over 65 percent of the time was spent on content reading instruction. (MG)

Recommends teaching suggestions which focus on three broad areas: (1) strategies for teaching textbook organization; (2) strategies for using graphics to organize the information covered in the text; and (3) the use of an integrated approach to content area teaching. Cites studies to support these recommendations. (MG)

Examines three strategies designed to help middle school students use text structures to comprehend expository text: (1) hierarchical summaries, (2) conceptual maps, and (3) thematic organizers. Summarizes advantages and disadvantages of each strategy and recommends that teachers consider the outcomes they want and select the most appropriate…