This study reports findings from an exploration of the literacy practices of 10 high school science teachers. Based on observations of teachers' instruction, we report teachers' use of text, evidence-based vocabulary and comprehension practices, and grouping practices. Based on interviews with teachers, we also report teachers' perceptions…

The ability to read is well-recognized as essential to being successful in school history. To be able to read history textbooks effectively, students can be made aware of some features typical of history discourse. Knowledge of how nominal groups are functional in history discourse can help students and teachers engage with the meanings presented…