Reading Comprehension in High School
Reading to Learn or Learning to Read?
Reading Textbooks
Suggestions for Teaching Students About Expository Text

Instructional practices for teaching students about expository text include
explicitly helping them:

to identify and use the various structures found in expository text, and to incorporate the various structures into their own writing;
to identify and use special text features such as headings and
subheadings, previews, summaries, photographs and illustrations, and
the captions that accompany them;
to recognize and make use of words that signal a particular type of text structure, including causal indicators and words that indicate time or order sequences or comparisons;
to use information in tables of content, indices, and glossaries; and
to interpret text graphics such as charts, tables, and figures, and to
construct graphics on their own.

Suggestions for Use of Textbooks

Textbooks should be used based on their coherence, or logical flow of ideas, and on their appropriateness for the students who will use them. To best support instruction, it is necessary for textbooks to:

contain prereading activities that help students link their existing
knowledge to the topics to be studied;
make evident to students the relationships between concepts and main ideas and supporting details;
use accurate and clear graphics, such as illustrations, photographs,
charts, tables, and diagrams to help students conceptualize the
structure of the text;
provide vocabulary activities to help students develop deeper
understandings of the meanings of concepts and to contribute to
generalization of learning across topics;
provide ample and relevant practice activities to reinforce learning
and to allow students opportunities to apply their knowledge of key
concepts; and
provide study guides and reference tools to assist students in
comprehending and remembering content information.