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Showing 1 to 15 of 165 results Save | Export
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Orlando, Vincent P. – Reading World, 1980
Relates the benefits of a modified version of the SQ3R (survey, question, read, recite, and review) study technique and tells how the modified version emphasizes previewing, reading, reciting, reviewing, and checking notes. Describes a two-phase strategy for training students to use the technique and providing guidance in applying it. (GT)
Descriptors: Content Area Reading, Higher Education, Study Skills, Teaching Methods
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Thomas, Keith J. – Reading World, 1979
Suggests three uses of the cloze procedure in content area reading to emphasize particular features such as content, structure, or concept. Provides illustrations of each type of study guide. (TJ)
Descriptors: Cloze Procedure, Content Area Reading, Elementary Secondary Education, Study Skills
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Manzo, Anthony V. – Journal of Reading, 1980
Suggests three strategies to aid students in understanding content area texts and concepts: (1) the oral reading strategy; (2) the key concept, key terminology, key questions (C/T/Q) strategy; and (3) the question-only strategy. Suggests that a teacher try each strategy three times to positively implement the new techniques. (MKM)
Descriptors: Content Area Reading, Instructional Innovation, Questioning Techniques, Secondary Education
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McClain, Leslie J. – Journal of Reading, 1981
Suggests that study guides can help teachers set priorities and teach students how to learn through more efficient reading. A sample guide shows sections on background, vocabulary, organization, cause-effect, and detail. (MKM)
Descriptors: Content Area Reading, Elementary Secondary Education, Reading Instruction, Study Guides
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Sprague, Marsha M.; Cotturone, Jennifer – Science Teacher, 2003
Describes effective projects that made students effectively read scientific materials in the physics content area. Suggests using trade books in science to enhance student learning of basic physics concepts and comprehension of technical reading matter. (KHR)
Descriptors: Content Area Reading, Curriculum Development, Physics, Science Education
Dwyer, Edward – Indiana Reading Quarterly, 1985
The prefaces of textbooks have considerable value as aids in helping students profit more from their reading. But they are frequently ignored by most young readers and rarely if ever assigned by teachers in a formal manner as aids to instruction. A model teaching unit originally using a social studies text can lead students to see the value of a…
Descriptors: Content Area Reading, Higher Education, Models, Reading Comprehension
Davis, Archie; Clark, Elvis – 1981
The techniques of chapter mapping, reading chapter keys, and "T-note" making can help a student overcome immediate academic problems and stimulate student interest in taking a more thorough study skills course at a later time. Completed chapter maps provide the student with several immediate benefits, including a one-page list of all…
Descriptors: Content Area Reading, Higher Education, Reading Skills, Secondary Education
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Harker, W. John – Reading Horizons, 1981
Suggests four steps teachers can use to ensure that content area reading instruction enhances content area learning: (1) determine learning objectives, (2) determine needed reading and study skills, (3) accurately diagnose student needs, and (4) select specific skills for teaching at any one time. (FL)
Descriptors: Content Area Reading, Integrated Activities, Learning Activities, Reading Skills
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Solon, Carol – Journal of Reading, 1980
Describes a visual representation technique that aids college students in reading textbooks, organizing lecture notes, preparing for examinations, and organizing papers. (JT)
Descriptors: College Students, Content Area Reading, Higher Education, Reading Instruction
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Josel, Carol A. – Journal of Reading, 1990
Describes a two-column notetaking strategy for use with eighth grade remedial students. Notes that students regain a sense of independence and control using the strategy. (RS)
Descriptors: Content Area Reading, Grade 8, Junior High Schools, Notetaking
Horton, Steven V.; Lovitt, Thomas C. – Academic Therapy, 1989
The article describes a four-step procedure for constructing two types of graphic organizers (hierarchical and compare/contrast) to help secondary academically handicapped students gain information from textbooks. Implementation methods include teacher-directed, student-directed with text references, and student-directed with clues. Testing…
Descriptors: Advance Organizers, Content Area Reading, Graphic Organizers, Learning Disabilities
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Simpson, Michele L.; And Others – Journal of Reading, 1989
Evaluates the effectiveness of the PORPE (Predict, Organize, Rehearse, Practice, Evaluate) integrated study strategy system in increasing college students' learning in an actual classroom setting. Finds that PORPE is a practical, durable strategy for learning content area concepts. (RS)
Descriptors: Content Area Reading, Educational Research, Essay Tests, Higher Education
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Guilford, Maude Evelyn – Reading Improvement, 1977
Suggests that a directed reading and study skill use of content periodicals as a supplementary aid can produce measurable reading comprehension gains and observable content area enrichment. (JM)
Descriptors: Content Area Reading, Higher Education, Periodicals, Reading Comprehension
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Frager, Alan M.; Thompson, Loren C. – Journal of Reading, 1985
Presents instructional strategies for teaching developmental reading and study skills based on a news magazine, with synthesis activities involving the use of additional periodicals. (HOD)
Descriptors: Content Area Reading, Critical Reading, Higher Education, News Media
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Rauch, Margaret – Journal of Reading, 1990
Describes a generation-of-questions study strategy used by high-risk college freshmen enrolled in a reading and study skills class. Notes that the students were more willing to use the strategy when their feedback was incorporated into the strategy. (RS)
Descriptors: College Freshmen, Content Area Reading, High Risk Students, Higher Education
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