Recognizing the importance of vocabulary for comprehension, Wilhelm asks two key questions: "which words do I teach and how should I teach them?" Through years of trial and error, Wilhelm has adopted these principles to answer "which words": teach "important" words students will see and use again; words necessary to conceptual understanding; words…

This qualitative research study examined how two novice secondary teachers drew on preservice preparation to teach language demands of their content area to bilingual learners in urban high schools in a city in the northeastern United States. Data sources included videotaped class observations, lesson plans and teaching materials, and…

Hundreds of thousands of teachers have used this highly practical guide to help K-12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both…

Candidates in teacher education programs who are training to become secondary education content area teachers are required in most programs to enroll in a class dealing with teaching reading in the content areas. A number of these candidates reluctantly attend these courses and question the appropriateness of the content they are required to…

According to a 2010 report by ACT, "Only 31 percent of students are performing at a college-and-career reading level with respect to successfully understanding complex text" (p. 5). This statistic demonstrates what educators know: Middle and high school students face numerous challenges in reading, understanding, connecting to, and…

In the computer age, challenges have gained a new quality, and teachers, especially with their pedagogic responsibilities, have gained a new role to play. To familiarize themselves with the new technology and to become aware of its value in language education, the potentials of this new technology can be utilized to enhance the basic language…

Describes a project that used task cards to give students meaningful and interesting practice in using location skills in the content area of science. (FL)

Describes an integrated, holistic approach to vocabulary development. (AEA)

Presents a model for infusing energy conservation into the social studies curriculum at the junior high school level. The model provides for vocabulary-concept building, prereading activity, content reading, and group and individual activities. (RM)

Provides three vocabulary strategies that provide practical activities to improve the content area vocabulary and reading skills of students. Offers these strategies as an integrative means for implementation of content material to teach students essential vocabulary. (MG)

Offers a set of lesson plans that use simple semantic word maps to help students improve their vocabulary knowledge and comprehension in all subject areas. (FL)

Noting that students often have difficulty reading texts for information, this book offers practical, classroom-tested techniques that focus on content while encouraging students to take control of their own learning by expanding their repertoire of reading strategies. The book defines "infotexts" as the books, textbooks, journals,…

Pinpoints three major levels of reading comprehension (literal, inferential, and evaluative) and discusses ways to develop these levels of comprehension in the subject areas through vocabulary development, the SQ3R study technique, sequencing, the cloze procedure, group prediction, modeling reading outcomes, and worksheets. Also discusses the…

Training tutors to help students with study skills and content-reading strategies, as well as to assist with course work, can broaden the role of tutors. Handouts for tutors have been developed that adapt traditional reading/study strategies for use in specific disciplines, sometimes with specific textbooks in mind. Tutors should also emphasize…