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ERIC Number: ED458550
Record Type: Non-Journal
Publication Date: 2001
Pages: 80
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-931762-02-3
What We Know About: Helping Middle and High School Readers--Teaching and Learning Strategies across the Curriculum.
Riggs, Ernestine G.; Gil-Garcia, Ana
Although middle and high school teachers rightfully view the teaching of subject-area content as their primary responsibility, there is an increasing recognition that they must also play an active role in ensuring that students are not left behind because of reading problems. This report emphasizes that middle and high school teachers do not need to be reading specialists and do not need to take time away from essential content-area instruction to help their students become more proficient in this critical skill. The contention is that they can, however, integrate the teaching and learning strategies described in the report into their content-area instruction on a daily basis. The report is based on research findings, informed opinions from the professional literature, and a wealth of examples from educators' experience. It is divided into the following sections: Introduction; Understanding the Problem: How Poor Learning Strategies Limit Students' Reading Success; Building Strong, Strategic Readers; Learning Strategy 1: Metacognition; Learning Strategy 2: Prior Knowledge; Learning Strategy 3: Inferencing; Learning Strategy 4: Text Structure; Learning Strategy 5: Vocabulary Development and Acquisition; The Next Step: Educating and Supporting Teachers; and Pulling It All Together: Taking a Schoolwide Approach to Instruction in Reading Strategies. (Contains 88 references.) (NKA)
ERS Member Services Information Center, Educational Research Service, 2000 Clarendon Blvd, Arlington, VA 22201-2908 (Stock no. 0448, $18). Tel: 800-791-9308 (Toll Free); Fax: 800-791-9309 (Toll Free); e-mail:; Web Site:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Educational Research Service, Arlington, VA.; National Association of Secondary School Principals, Reston, VA.