This article explores content area pre-service teacher beliefs about disciplinary knowledge, perceptions of effective content area teaching, and existing beliefs about how to integrate literacy into the content areas. Ten pre-service teachers across ten secondary content areas were asked to describe three important variables in secondary teaching:…

In December of 2006 and again in February of 2007, fifty Literacy Professors representing almost every college and university in Michigan met in a collegial forum to discuss and advocate for all students involved in reading instruction/education. This advocacy spans students from prekindergarten through college undergraduates and graduates. The…

This study examines and describes the changes in four teachers' beliefs and practices in literacy and literacy assessment over the course of a yearlong graduate level clinical experience. Four teachers who worked in the university literacy clinic as part of their graduate course work participated in this study. Two of the four teachers teach…

Examines preservice teachers' developing conceptions of reader response theory, specifically focusing on the importance of aesthetic response to students' engagement with and motivation for reading. Finds that the aesthetic reader stance predominated in students' written responses and discussions; and that written response did not influence the…

Consists of transcripts of self-help tapes, numbers three and four in a series on vocabulary improvement, dealing with prefixes and roots. (JM)

Points up some techniques for teaching students the age and origin of words and phrases used in American simile and metaphor, resulting in a heightened feeling for literary style and increased appreciation of creative writing. (Author/RB)

Discusses the results of a survey of state education agencies about the reading course requirements for secondary teacher certification. A table summarizing the results of the survey is included. (MKM)

Suggested teaching techniques for secondary reading include clarifying the learning task, avoiding information overload, encouraging risk taking, and understanding the nature of feedback. (MKM)

Six informal diagnostic procedures are outlined to assist teachers in assessing how well their students may be able to read assigned readings. The procedures are observation, simplified reading inventory, cloze procedure, informal reading inventory, group reading inventory, and criterion-referenced tests. (MKM)

Presents an annotated checklist that reading specialists can distribute to all teachers describing services that the reading specialist can perform. (MKM)

Provides seven recommendations for an effective secondary reading program that will treat reading as a body of skills taught in all subject areas. (MKM)

Explains the prerequisites involved in learning critical reading skills and describes some classroom lessons and activities that can build these abilities with all types of adolescent students. (MAI)

Assesses the "state of the art" of content reading, pointing to significant strides that have been made in dealing with the needs of content area reading, as well as to significant advances that still need to be made. (Author/GT)

Outlines essential competencies which will help content area teachers effectively incorporate reading variables into instructional differentiation. (HOD)

Offers guidelines for establishing a remedial reading program that will be useful and innovative and will meet the exact instructional needs of those students who need prescriptive help for overcoming deficiencies in areas such as word attack, comprehension, and study skills. (HOD)