Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to…

Content literacy is a crucial skill that enables students to read, comprehend, and use subject-specific information across various academic disciplines. This Spotlight will help readers explore how one district is integrating writing with rich content; analyze research on content-focused instruction; learn tips for combining screen and printed…

"High Attention Reading" offers a new way to get students of all reading levels to independently read informational texts with more effort, attention, and stamina. Hale argues that increasing the number of informational texts children read is important but not enough to achieve this goal. In order to prepare students for the reading…

This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary…

Purpose: The purposes of this study is to expand on previous work in English language arts (ELA) disciplinary literacy and to unpack literary text reading processes across three different participant groups. Design/methodology/approach: The authors recruited literary scholars and first-year college students to read literary texts aloud and voice…

Integrating reading instruction and content area curriculum has been suggested as a method of improving students' reading comprehension and access to content knowledge. Less clear are the specific practices that should be used across the curriculum to improve comprehension and build knowledge simultaneously. The two studies in this dissertation…

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…

Building content knowledge alongside the task of increasing literacy skills has become a goal for many elementary classrooms. Selecting and implementing texts for the literacy block that both increase content knowledge and develop students' literacy skills alongside increasing motivation for reading is a daunting task. The authors share a…

The objectives of the study are to investigate the most significant contributory factors affecting Engineering students' reading ability in regard to journals, and to identify the problems thus encountered when they read English language journals. The participants in this study consisted of 60 Engineering students who were majoring in Industrial…

The purpose of this study was to examine the effects of student-generated drawing and imagination on learning recall, learning transfer, and cognitive load, and also students' attitudes towards the learning strategies when learning a computer-based science text, compared to learning with provided pictures. The study used three groups: drawing…

This study explores the effect of prior discipline-related knowledge in reading comprehension for two groups of students of Spanish as a Heritage Language (SHL). The first group (G1), had 22 students enrolled in a general Spanish course and the second (G2), had 18 students enrolled in a course of Spanish for medical professions. The aim was to…

Modeling in the classroom is the key to successful teaching. This study examines whether preservice teachers would use content area literacy instructional routines, which had been modeled in my university course, in their student teaching and first-year classrooms. Both content area literacy and disciplinary literacy were modeled in my university…

Recent research on disciplinary literacy has called for a paradigm shift among secondary content teachers from perceiving themselves as disciplinary content transmitters to disciplinary literacy teachers who model and engage students in reading, writing, inquiring, and doing like experts within each discipline. How do content teachers incorporate…

This commentary addresses the complexities of reading comprehension with an explicit focus on reading in the disciplines. The author proposes reading as entailing multi-dimensional demands of the reader and posing complex challenges for teachers. These challenges are intensified by restrictive conceptions of relevant prior knowledge and experience…

This study examines the relationship between types and sequences of self-regulated reading activities in task-oriented reading with quality of task achievement of 51 low-achieving adolescents (Grade 8). The study used think aloud combined with video observations to analyse the students' approach of a content-area reading task in the stages of…