A disciplinary literacy framework suggests that content-area teachers are best positioned to guide students into discipline-specific ways of reading, writing, and communicating, such as teaching science students to write as scientists do. "Disciplinary literacy instruction" can move students beyond generic literacy strategies and prepare…

This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary…

For students to learn science, social studies, and technical subjects, their teachers have to engage them in meaningful lessons. As part of those lessons, students read informational texts. The selection of those texts is critical. Teachers can select texts worthy of attention and then align instruction and the post-reading tasks such that…

Modeling in complex texts requires that teachers analyze the text for factors of qualitative complexity and then design lessons that introduce students to that complexity. In addition, teachers can model the disciplinary nature of content area texts as well as word solving and comprehension strategies. Included is a planning guide for think aloud.

In this column, we focus on increasing text complexity during scaffolded, small group instruction. We begin with a discussion about the need to adjust expectations for leveled texts for older readers and then focus on the ways in which teachers can accomplish this.

Oral language development facilitates print literacy. In this article, we focus on the ways in which teachers can ensure students' speaking and listening skills are developed. We provide a review of some time-tests classroom routines as well as some that can be enhanced with technology.

Students' vocabulary knowledge is a significant predictor of their overall comprehension. The Common Core State Standards are raising the expectations for word learning and there are now 4 distinct standards related to vocabulary as well as expectations in other standards, including content areas. To address these expectations, teachers need…

Students must be taught to write and then be expected to write for a variety of purposes to a variety of audiences, including in mathematics, science, and social studies. As part of building the writing prowess of students, they must write routinely, both short and long pieces. As part of a comprehensive writing curriculum, students' writing…

Although learning objectives are a hallmark of lesson planning, it is rare for these to be shared with learners, even though best practices suggest doing so. This article examines the practice of establishing purpose for English language learners as a means for developing conceptual schemas. Participants in this study were 332 southern California…

The purpose of this study was to explore the similarities and differences between high school students and their teachers' perspectives on the usefulness of content literacy strategies for learning. Based on 88 teacher surveys, 500 student surveys, 10 teacher interviews, 12 student interviews, and 30 classroom observations, we note the perceived…

Describes seven instructional strategies to improve student reading and writing across the curriculum at Herbert Hoover High School in San Diego, California. Strategies include read alouds, "K-W-L charts," graphic organizers, vocabulary instruction, writing to learn, structured note-taking, and reciprocal teaching. (Contains 11…

Teachers can confront issues of students' infrequent reading and infrequent choice of content area texts by using specific instructional strategies that are highly motivating. Five research-based language arts strategies that many teachers use to successfully teach content area information are: (1) previewing vocabulary and content; (2) developing…

The popular mantra "Every teacher is a teacher of reading" and several decades of emphasis on content-area literacy have not resulted in major changes in reading and writing across the curriculum in secondary schools. In this article, we argue that reading and writing strategy instruction has not focused on what really matters to content-area…

The popular mantra "Every teacher is a teacher of reading" and several decades of emphasis on content-area literacy have not resulted in major changes in reading and writing across the curriculum in secondary schools. In this article, we argue that reading and writing strategy instruction has not focused on what really matters to content-area…

When your school wants to do more to improve the literacy skills of secondary school students, here's a leadership plan that takes your program in a bold, new direction. Instead of focusing on isolated teaching strategies and textbooks, the authors introduce you to a whole-school program that emphasizes: (1) Exposing students in all subjects to…