Differentiating Text Assignments in Content Areas: Slicing the Task

There are several ways to accommodate content reading assignments with students\u27 varied reading levels. Rieck (1977) reported that many times content teachers simply do not expect their students to read the text. She found that tests given in content classrooms often covered only material from lectures and class discussions rather than text reading. In addition, students were rarely required to discuss their assigned readings

Independence in critical reading: An instructional strategy

Why can\u27t students read critically

Content Reading: Past. Present! Future?

With the impetus gathered by such ideas as presented by Flesch (1955) in Why Johnny Can\u27t Read and, certainly, by Allen\u27s (1969) proclamation that every child should have the right to read, a large portion of current educational writing has concerned the area of reading and reading education. Within reading education one particular facet of instruction, content area reading, has blossomed within the last few years. Articles, books, and conference sessions have been devoted to this very specific area of reading education (Herber, 1970; Laffey, 1972; Robinson, 1975)

Referential Questioning: A Strategy for Enhancing the Reader-Text Interaction

What follows is a rationale for the use of the Referential Questioning strategy. Question types are described and examples provided

Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88028/1/JAAL.52.2.1.pd

Locating the Social and Political in Secondary School Literacy

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88064/1/RRQ.33.1.6.pd

Preservice and Inservice Secondary Teachers\u27 Orientations Toward Content Area Reading

This study examined preservice and inservice secondary teachers\u27 orientations toward content area reading and instruction. Instruments included two sets of belief statements and three sets of lesson plans; for comparison, each instrument incorporated three explanations of the reading process. Based on their selection of statements and plans, preservice teachers favored an interactive model of reading but a reader-based instructional approach, whereas inservice teachers held reader-based beliefs in both areas. In addition, both groups selected primarily reader-based vocabulary and comprehension lessons but varied in their choices of decoding lessons. Further, only teachers holding reader-based beliefs consistently chose corresponding vocabulary and comprehension plans