Writing allows students to clarify their thinking. Through the process of writing, students recognize what they know and what they still need to learn. This article describes how a middle school mathematics teacher and language arts teacher worked with a secondary content area literacy professor during a specific writing assignment. The "How-to"…

Purpose: The purpose of this study was to explore 72 preservice teachers' attitudes toward and experiences with sharing their content area as well as their recreational reading with teenager students. Methodology: Preservice teachers who were enrolled in a required secondary content area literacy course at a Midwest university, including 49 in a…

Secondary preservice teachers (N = 67) in a required content area literacy course and 30-hour field experience presented tradebooks, biographies, as well as pre, during, and after reading lessons based on topics in their content area to middle and high school students. At the end of the semester, they were asked to complete an anonymous survey.…

Teacher educators need to identify course pedagogy to improve instructional use of reading. Thus, the purpose of this study was to describe the favorite reading experiences of 82 secondary preservice teachers of diverse subject areas through their drawings and words. Another purpose was to report their reflections regarding the implications of…

The purpose of this study was to describe secondary pre-service teachers' past reading experiences, present attitudes and beliefs about reading, their attitudes and beliefs about a required content area literacy course, and their predicted use of reading in future instruction. Secondary pre-service teachers (N = 124) of diverse subject areas…

Writing affords students an opportunity to clarify their thinking. Through the process of writing, students recognize what they know and what they still need to learn. Teachers need to provide positive writing experiences that promote student enjoyment, as well as help students to express themselves with clarity and power. The ability of a teacher…

Surveys 40 university instructors teaching content and methodology to preservice secondary teachers on why some students have negative attitudes or confusion toward a content area reading course. Discusses seven categories of explanations that reflect the changing images of education. (SR)

Recommends making a trip to a large bookstore with future content area teachers to help them see the value of using trade books in their instruction as well as to renew their own interest in reading. (SR)

Provides a rationale for including biography projects in various secondary content areas. Describes a biography project assignment in a teacher education secondary content area literacy course. Provides examples of preservice teachers' work; makes connections to research about literacy and equity; and offers student comments about the assignment.…

Describes how reading aloud, journal writing, and bibliotherapy were used with college students in a content area reading course, providing opportunities for future teachers to experience the values of literacy and to promote social, intellectual, and emotional growth. (SR)

Benefits of using trade books in secondary mathematics and science are constructed knowledge, vicarious experiences of the science and mathematics process, positive attitudes toward science and mathematics, and higher levels of literacy. Includes samples of books and quotes. (56 references) (Author/MKR)

Provides secondary mathematics and science teachers with a variety of methods for incorporating trade books into instruction. Includes group problem solving, art projects, poem and song composition, drama, and character journal writing. Provides a list of 40 mathematical and science trade books. (26 references) (Author/MKR)