This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…

This pilot study investigates content-area preservice teacher perceptions of literacy practices as humanizing pedagogy. Findings from open-ended survey questions and a focal interview suggest preservice teachers see the connection between literacy learning and the teaching of their content area. They also have a budding understanding of how…

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…

Diane Relf was concerned by what felt like an unbridgeable gulf between Year 7's vocabulary and comprehension, and her aspirations both for their inclusion in history and their later academic success. As a subject leader without the benefit of any history-specific training at the start of her career, she embarked on a journey of intensive reading…

As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in…

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 guidance report aims to help secondary schools improve literacy in all subject areas. It provides seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students. Throughout the report, recommendations emphasise the importance of disciplinary literacy. Disciplinary literacy is an approach to…

The goal of the nine family and caregiver activity sheets is to provide families and caregivers with simple, fun activities they can use with their children to strengthen their language. The activities were designed using recommendations from the 2014 What Works Clearinghouse practice guide, "Teaching Academic Content and Literacy to English…

This study examined how teachers relate literacy teaching to their ordinary subject teaching in professional development settings. The study is conducted within the large Swedish professional development program the Literacy Boost (in Swedish "Läslyftet"), which can be viewed as an example of an international focus on reading ability…

The Common Core State Standard and Next Generation Science Standards emphasize language and literacy across disciplines, requiring shifts in teaching practices and inventive approaches. This case study focuses on the instructional decision-making and activities of one uniquely experienced and qualified seventh-grade science teacher, whose English…

This qualitative research study examined how two novice secondary teachers drew on preservice preparation to teach language demands of their content area to bilingual learners in urban high schools in a city in the northeastern United States. Data sources included videotaped class observations, lesson plans and teaching materials, and…

A critical issue in education today is that many middle and high school students are not able to read on grade level (Alvermann & Rush, 2004; Biancarosa & Snow, 2010; Heller & Greenleaf, 2007; Houge, Geier, & Peyton, 2008). In an effort to deal with the problem, many schools encourage all teachers, regardless of their subject area,…

Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development…