Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)

Describes some recent studies which establish that meaningful learning can be promoted by a certain type of questioning activity, called elaborative interrogation, that leads students to activate prior knowledge and tie it to the new information. (SR)

Discusses how most study skills are not appropriate for reading social studies textbooks. Asserts that sophisticated readers of social studies textbooks use a nation schema to organize the information. Finally, provides specific instructions on how to use a nation schema to teach social studies. (SRT)

Examines whether paragraph dominant readers at the fifth, eighth, and eleventh grade levels would outscore word dominant readers when tested on their ability to use context clues to determine word meaning. Concludes that this was true only for fifth grade paragraph dominant readers. (FL)

Describes vocabulary lesson sequences that were used to teach sixth, seventh, and eighth grade remedial readers economics vocabulary from the newspaper. (HOD)

Describes how textbook activity guides that emphasize active student involvement through cooperative learning and a self monitoring component can help students become active, flexible, more effective readers of textbook materials. (HOD)

Presents five content area reading strategies for teaching music, theory, history, and performance techiques: anticipation guides, study guides, planned inferential reading lessons, recreational reading, and vocabulary instruction.(FL)

Compares a real world model of literacy instruction (where reading is an integral component of everyday functioning) with actual classroom instruction to suggest that, at least in some content classes, this model is not operative. (NKA)

Describes 10 ideas for using recitation to strengthen reading comprehension, including: (1) what did I just say? (2) one thing I learned today; (3) student-generated test questions; (4) guess what will be on the test; (5) where is it located in the book? (6) teacher show and tell; (7) inquiry training; and (8) what's the big idea? (SKC)

Offers suggestions for successful instruction in precis writing--a paraphrase or abstract that condenses an original composition but retains its information, essence, and point of view. Observes that this is a strategy that develops vocabulary, promotes critical reading and comprehension, and improves learning in general. (HOD)

Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…