Academically underprepared postsecondary students make up a large proportion of college campuses. Recent estimates indicate that up to 70 percent of incoming students at two-year community colleges and up to 40 percent of incoming students at four-year colleges enroll in developmental courses. There has been some criticism of the effectiveness of…

This feature offers an archive of articles and books published in other venues during the past year and serves as a valuable tool to readers of "Reading in a Foreign Language" ("RFL") treating topics within the scope of "RFL" and second language reading. The articles are listed in alphabetical order by author, each with a complete reference as…

A widely accepted theoretical premise in second language acquisition holds that learners must notice language form in order to learn it. This premise provides support for language instruction that integrates attention to language form with attention to content. Empirical research has shown this combination to be effective; however, little research…

This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' "learning through reading" to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to…

Literacy coaches provide teachers from all content areas with the support and professional development they need to deliver high-quality literacy instruction to all students. This issue of "SEDL Insights" examines how education leaders can help literacy coaches have the greatest impact at their schools.

This research is an investigation into English as a Second Language (ESL) and content area teachers' perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI). The overall objective of the study was to identify how CTI and other joint professional development…

The theme for the 59th annual conference of the Association of Literacy Educators and Researchers was Making a Difference in Our Diverse Communities. The meeting took place in Costa Mesa, California in 2015. In the first section of the Yearbook, Dr. J. Helen Perkins's presidential address shared the story of her journey as an educator and how it…

The theme for the 60th annual conference of the Association of Literacy Educators and Researchers (ALER) was Literacy: The Critical Role of Teacher Knowledge. This Yearbook provides a snapshot of the highlights of the meeting and sampling of some of the proceedings. The focus is on three questions surrounding the conference theme: (1) What do…

Although students today will need to rely on text more than in the past, American students are struggling to read and comprehend text. Research has supported the ability of content area reading strategies (CARS) to increase students' ability to read and comprehend text. The purpose of this research was to assess agriscience educators'…

This study examined how content area teachers' literacy knowledge developed during a yearlong professional development initiative focused on using the framework of Question-Answer Relationships (QAR) within explicit instruction. The initiative focused on the metacognitive thinking in which teachers engage during QAR instruction. The participating…

The twofold purpose of this study was to trace prospective and practicing mathematics teachers' understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two…

Using a science lesson on lunar phases as a basis for discussion, the author suggests ways that teachers can provide literacy instruction on multimodal texts in science. The author asserts that multiple representations are central to the discipline of science, and that students require explicit instruction on how to critically read, evaluate, and…

This study investigated the following: (1) What are college students' perceptions of in-class activities or the way face-to-face class contact time is used? and (2) Do students' perceptions of the above differ based on amount of teaching experience they have had? Examined were the value or helpfulness of specific class activities in terms of…

The progress and effects of a collaborative study group as a method of job-embedded professional development were studied. Eight high school teachers representing a variety of disciplines and the author (a literacy specialist) met monthly as a collaborative group for one school year to investigate materials and methods for literacy strategy…

The purpose of this study was to examine the relative effects of the single-focus interventions (vocabulary and comprehension) and the streamlined multi-component model. The program of research included a development and pilot phase, an initial experimental study and a follow-up study to further refine and test the model. Results presented here…