Describes how to construct a reading guide to help students understand mathematical word problems. (MKM)

Shows how a content area teacher can help students relate prior experiences to the new information to be gained through the reading assignment. (MKM)

Reports on a teacher survey designed to (1) determine the extent to which reading instruction is being offered beyond the reading classroom and (2) explain why some programs fail and some succeed. Suggests four steps to follow to develop a successful program. (NH)

Discusses a study that explored the effect of a guided reading strategy on the short- and long-term comprehension of disadvantaged students in a seventh-grade geography class. (DD)

Describes a prereading learning activity designed to make comprehension easier in content area reading for students with limited background. (MKM)

Describes a teacher modeling technique whose purpose is to form a comprehensive approach to modeling metacognitive strategies through direct explanation of the reading comprehension process. (HOD)

Argues that new vocabulary words should be presented in concept clusters and related to prior knowledge to facilitate organization in memory. Presents a sample lesson for science vocabulary. (HOD)

Describes the developmental college reading lab at the University of Georgia that is holistic and content-based, emphasizing individualized. direct instruction by qualified staff. (HOD)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)