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…

Describes and evaluates a reading/study skills program at Ferndale High School, Ferndale, Washington. Notes that the high school has changed dramatically over the four years of the program, and its reading/study skills program continues to be an integral part of this evolution. (RS)

Study skills instruction is notably absent from the content area classrooms that are their natural home. This situation can change if reading teachers work to implement eight steps to a successful study skills program: (1) listen to teachers and students who know best which study skills should be emphasized; (2) respond by arranging inservice…