Contends that the goals and methods of content literacy instruction (integrating content area reading and writing across the curriculum) are paradoxical. Content literacy instruction confronts deeply embedded values as a radical pedagogy, yet it represents nothing new when shaped to fit traditional curricular goals. Explores this paradox through…

A study was conducted concerning the development, implementation, and evaluation of a preservice teacher field practicum for a content area reading course. The evaluation includes supervising and preservice teachers' survey results identifying the strengths and weaknesses of the field placement. Survey participants included 11 students enrolled in…

In school districts throughout the United States, at-risk students are receiving remedial instruction in learning centers outside the classroom. Because this separation increases the likelihood that students will receive a fragmented education, learning center staff should provide remedial students with "curricular congruence," or content and…