Independent reading in the content areas is essential for advancing students' literacy growth through the grades. Middle school students, in particular, profit from opportunities to engage in actual reading and, simultaneously, to be supported from an appropriate structure. Specifically, they need substantial time to read, frequent immersion in a…

Teachers can help minority children close the academic achievement gap in intermediate and middle school by combining literacy instruction and content-area material. This connection improves reading achievement and increases curriculum knowledge, even if students have previously experienced difficulty with primary school reading. Fortunately,…

Fifty-four sources are listed for the teaching of reading in the content areas of social studies, English, science, and mathematics. (RB)

Presents methods to stimulate students to use their background knowledge in reading content area texts. Offers a technique to teach students common text structures by having them write to a model. (FL)

Independent reading can serve as a practical context for linking vocabulary and comprehension and is a feasible strategy that complements other instructional approaches while it expands word knowledge in a naturalistic setting. Teachers should serve as reading models while students engage in silent reading, but teachers should also be cautious…

As individuals read, they construct meaning at various levels, including literal, interpretive, and critical. One part of this comprehension act is creative reading, which may be promoted by self-questioning so that students become personally involved in the material they read. To guide students' self-questioning strategies, teachers can both pose…

Suggests that the principal give impetus for students to practice wide reading in specific fields by scheduling free reading periods and by providing teacher inservice training. (FL)

Contends that learning centers must obtain "curricular congruence" with the classroom to provide remedial students with the content and strategies they need for achieving success in subject-matter classrooms. Suggests that better efforts are needed to coordinate remedial and classroom instruction. (MS)

Suggests ways in which teachers, supervisors, and administrators can cooperatively support literature-based practices across the curriculum. Discusses a positive professional attitude, workshop structure, improving student attitudes, thematic units, team teaching, and assessing success. (SR)

A literature-based approach across the curriculum helps students to personalize content-area curricula, to enjoy reading a diversity of subject-matter materials, and to improve attitudes toward reading. Teachers, supervisors, and administrators can cooperatively support literature-based practice across the curriculum by creating a positive…

Social studies teachers must take a role in promoting long-term literacy as part of schoolwide efforts in all subject areas to motivate students' independent reading. This may be accomplished by: (1) including literature as part of the instructional program, to support recurring themes in history (such as "in quest of freedom") or to…

In school districts throughout the United States, at-risk students are receiving remedial instruction in learning centers outside the classroom. Because this separation increases the likelihood that students will receive a fragmented education, learning center staff should provide remedial students with "curricular congruence," or content and…