Beginning in early 2020, the world began experiencing the first effects of the Coronavirus (COVID-19) pandemic. As with other new emerging infectious diseases, it had been noted that a medical student's ability to read about and learn the correct reactions to this kind of event is urgent (Al-Mohrej & Agha, 2017). Therefore, medical school…

Background: Reading comprehension is an essential skill not only during learning but also to successfully navigate everyday life. However, reading comprehension is a task that is challenging even among some adept readers. Thus, in the present investigation, we explored how to improve reading comprehension skills among a sample of middle school…

"Science and Children" routinely addresses the challenges teachers face in integrating the "Common Core State Standards" ("CCSS") alongside the "Next Generation Science Standards" ("NGSS") (e.g., Forsythe, Jackson, and Contreras 2018; Sweetman and Sabella 2018). This article aims to extend this…

An increased focus on science instruction and science learning for students with special education needs has been growing over the past decade. Research studies, particularly meta-analyses focused on science for students with disabilities, show investigators are interested in what science strategies and approaches (e.g., graphic organizers,…

The literacy instruction that adolescent emergent bilingual (EB) students currently receive is insufficient to improve their writing proficiency (Graham et al., 2021; National Center for Education Statistics, 2012). To promote improvements in EBs' writing, evidence-based practices that are culturally and linguistically responsive must be provided…

As leisure-time reading among adolescents declines in the western world, stakeholders try to increase students' motivation for school-related reading. We examine the relationship of students' autonomous and controlled reading motivation with their amount and experiences of school-related reading in four school subjects, controlling for students'…

In co-taught classes, general education and special education teachers can improve the content-area learning and literacy skills of students with learning disabilities by helping them read texts effectively. Co-teachers can improve comprehension by providing students with background and vocabulary knowledge before reading. In this article, a…

This case study describes how culturally relevant pedagogy can be used in disciplinary rigorous ways in an urban middle school history classroom. The focus is on a unit about the Johnstown Flood of 1889, which provided a setting for teaching about the event as well as the historical thinking practices of contextualizing, sourcing, and…

The spread of digital technology has prompted an increase in the amount of written text that gets produced and disseminated daily, together with a diversification of reading contexts and purposes. In this article, we propose that modern reading increasingly relies on readers' ability to set up and manage their own reading goals and decisions. We…

As school districts adopted Common Core State Standards (CCSS), content area teachers were expected to incorporate disciplinary literacy skills into their lessons. The problem for this study was that secondary school science and social studies teachers struggle to teach students how to read and understand informational text. The purpose of this…

There are many types of research by scientists around the world studying effective methods of learning foreign languages, including English, especially its use in teaching science subjects. Few people are aware of the criteria to assess the level of the use of the English language skills in teaching science subjects. We surveyed 14 teachers, 486…

In this study, the researchers explore how teacher candidates (TCs) across one content area literacies course and one bilingual education course engaged with their past linguistic experiences through two literacy autobiography assignments across the two separate classes. Borrowing from culturally sustaining, multiliteracies, and translanguaging…

Purpose: The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach: The authors recruited literary scholars and first-year college students to read literary texts aloud and voice…

Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance…

In this study, middle school language arts teachers engaged in focus group interviews and shared their perceptions of content literacy, experiential learning, assessment data, and refined practice prior to and after participating in a sustained content literacy professional development. Findings based on these perceptions demonstrate a need for…