Describes a method for teaching reluctant students to develop the skills necessary to read a play. (RB)

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

Describes a Silent Directed Thinking Activity that was based on an abridged version of Edgar Allan Poe's "The Cask of Amontillado" and used with eighth-grade remedial classes. (HOD)

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

Presents guidelines that enable classroom teachers to help mildly handicapped students develop two types of text lookback strategies and offers a series of explicit teaching activities that emphasize direct, student-centered instruction. (HOD)

Suggests applying questioning strategies based on literal, interpretive, and applied levels to reading assignments. (MKM)

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)

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 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)