Describes three content area reading strategies, anticipation-reaction guides, text previews, and three-level study guides, that capitalize on cooperative small group learning and emphasize higher order critical thinking. (FL)

Explores briefly the New Criticism that dominated literature instruction until recently and then provides an overview of reader response theory and how response approaches can be used in the classroom to enhance reading. (NKA)

Many undergraduate medical curricula have been criticized for not adequately preparing graduates to be independent problem-solvers able to analyze clinical and published evidence. A program in the critical appraisal of medical literature at the University of Cincinnati School of Medicine is described. (MLW)

The journal club is seen as one of the most frequently used instructional methods in postgraduate medical education. The purpose is to evoke interest in scientific research and promote critical reading skills while updating knowledge in specific content areas.(MLW)

Discusses recent research in reading comprehension, discourse analysis, and literary theory as it bears on the way in which the teaching of literary texts can be integrated into a general approach to the teaching of language as social discourse. Suggests a new approach to integrating language and literature in foreign language teaching. (SED)

Identifies the reading needs of two-year college students and examines teaching techniques that are designed to help meet those needs. (DF)

Describes the use of scene work, informal presentations of dramatic passages, to explore aspects of plays that readers are likely to overlook. Finds that this scene work increases the pertinence of students' comments in class and the ambitiousness of their written work. (MM)

This paper describes the Reading Enhancement Across Disciplines (READ) workshops at Brookdale Community College, New Jersey. The READ workshops focus on practical strategies for faculty across the disciplines to use in order to enhance the level of students' interaction with both written and oral discourse. The author of this report argues that…

A study examined how a teacher, researcher, and students moved beyond literal, lower-level thinking and response activities and engaged in literature study that promoted meaningful discussions and deeper-level responses and understandings. The study combined two research paradigms, action and interpretative research. The classroom teacher and…

Content area reading instruction includes two elements: the information presented in subject matter text, and the plan that teachers use to help students understand the content. According to research and interviews with social studies teachers, there is a high failure rate in the social studies content area because children have problems…

Reports a research study in Scottish secondary schools to create diagnostic tests for assessing historical skills--in particular in enquiry, interpretation, and reconstruction of historical materials. Examples of the diagnostic instruments used and the structure of a teaching module are given and favorable reactions from pupils and teachers are…

Notes the difficulties of getting students to respond to literature. Outlines an idealized conversation about a literary work, with some excerpts of the kinds of student-teacher exchanges that can occur. Offers a guide sheet for conducting such literary conversations. (RL)

Presents a potpourri of classroom techniques used by 28 teachers to develop skills in paragraph composition, public speaking, classroom discussion, the examination of specific literary works, and other language arts activities. (RL)

Describes the plight of junior high students in Japan who are apparently too concerned with doing well in the content areas to engage in leisure reading. (MKM)