This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…

Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50…

Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors' report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher's learning…

Science, Technology, Engineering, and Mathematics (STEM) entered the general lexicon in the United States within the last ten years. Both Presidents Obama and Trump emphasized STEM education as a priority for the United States because the number of college graduates with STEM degrees is perceived as an important factor contributing to the global…

To support reading comprehension and content acquisition among middle school students with reading disabilities and difficulties, content area teachers must employ evidence-based literacy instruction. This type of instruction is especially crucial in the content areas because the majority of students with disabilities--those who typically struggle…

Literacy research has investigated disciplinary literacy for over a decade. The focus on disciplines as cultures of distinct literacy practice has been integrated into national standards and classroom implementation. Yet, research exploring the professional development in-service teachers receive specific to delivering disciplinary literacy…

Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on…

This practical resource takes educators through a planning process--from selecting standards to designing learning activities--that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals. Drawing on extensive and current research, the authors show how secondary educators can use students' own language…

This study examined the teaching-learning issues related to the language in the biology classroom. It has explored the main issues of biological language that encounter students and teachers in the teaching-learning processes. The objectives of the study were to explore the perceptions and experiences of secondary school teachers about language…

This experimental study aimed to replicate and extend a previous efficacy study of an elementary grade content literacy intervention that demonstrated positive effects on students' vocabulary knowledge depth, argumentative writing, and reading comprehension. Using a cluster (school) randomized trial design, this replication experiment was…

This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…

Educators increasingly recognize the importance of disciplinary literacy for student success, beginning as early as the primary grades. This cutting-edge volume examines ways to help K-12 students develop the literacy skills and inquiry practices needed for high-level work in different academic domains. Chapters interweave research, theory, and…

We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition…

This article describes how preservice teachers (and one inservice teacher) gained content knowledge and pedagogical skills through reading a documentary novel, a genre that combines fictional storytelling with historical primary sources. Preservice teachers read the novel as a required text in a site-based undergraduate course focused on…

The STEM Literacy in the Classroom to Enable Societal Change project provided professional development for 24 mathematics, science, and science-technology-engineering-and-mathematics (STEM) teachers of grades 6-12. The project included a 2-week summer institute and one follow-up Saturday during the fall semester, for a total of 54 contact hours.…