Presenting text in digital format with annotation supports may relieve some of the cognitive load that hinders inferential comprehension for students with comprehension deficits. Science texts are particularly difficult, as the content may not be within the knowledge repertoire of a reader. The purpose of this study was to investigate the effects…

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on…

Embedding discipline-specific literacy instruction within social studies content can assist a variety of students, including those with reading difficulties, to build higher-level reading abilities, increase knowledge acquisition, and improve their overall content learning. Moreover, many state learning standards already address the need for…

This study explores the disciplinary literacy perspectives of middle school students of color attending urban parochial schools and the reader subject positions they took up across content-area classrooms. Qualitative analysis of 19 student interviews and accompanying observations of subject-area classes revealed that students' constructions of…

Literacy is the foundation for success in school and society. An essential goal of every school is to help every student read, write and think critically. Dedicated teachers are the catalyst for reaching this goal. The Southern Regional Education Board (SREB) developed a literacy professional learning model to better support these dedicated…

Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers' daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an…

Recent studies support the use of differentiated instruction (DI) to improve literacy in content area classrooms. At the same time, research has found that few teachers implement DI purposefully or consistently. Accordingly, a case study design was used to explore middle school content area teachers' understanding and implementation of DI for…

Learning content-specific vocabulary is critical for students especially in content areas such as science. However, direct vocabulary instruction is lacking in many classrooms. This case study examined vocabulary instructional strategies within a 6th grade science classroom. The following questions were addressed: (1) What science vocabulary…

This article centers on the results of a two-year study of a museum-university partnership conducted with 81 secondary preservice student teachers enrolled in a large public university in the Midwestern United States. The focus is on preservice student teachers' experiences working in a large urban museum which also houses a public middle school…

The National Center for Education Statistics (NCES, 2017) reported that literacy scores have not significantly improved in over 20 years. These scores have prompted investigations of instruction for improving literacy instruction, such as disciplinary literacy (DL), but research supporting DL implementation is limited (Fisher & Ivey, 2005;…

Designed to help instructional leaders deliver effective training to teachers, this guide provides one of four evidence-based recommendations for supporting literacy among English learner students in grades 4-8. It includes practical application ideas and examples, as well as resources for immediate implementation. This guide is based on…

This study examined the preparedness of middle school teachers to teach literacy strategies to middle school students. The study also examined the significance between teacher licensure pathways and their self-efficacy level as it relates to using literacy strategies in content areas. This was a mixed methods study using quantitative data…

The present study aimed to explore the relation between students' oral reading efficacy, reading comprehension, and academic performance on a nationwide high school placement exam (TEOG). The students were selected from a public middle school. The students' oral reading efficacy, comprehension, and TEOG achievement scores were obtained to figure…

Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing…

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014-2015 academic…