The ability to effectively use reading as a study skill is critical to academic success at the middle- and high-school levels. In an age of high-stakes testing and accountability, content-area specialists, teaching multiple sections of students each day within clearly designated time periods, must focus the majority of their instructional efforts on content-area instruction. This leaves little time for direct teaching of reading skills. This article directs practitioners in the design and use of the anticipation guides, a prereading strategy designed to concurrently increase students' content knowledge and reading comprehension. The authors also offer suggestions for instructional adaptations to facilitate this strategy's use within general, inclusive, and special education settings.
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