In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers.…

Argues that, without changes in methods of teaching social studies, curriculum reform can only provide an illusion of educational change. Observes that little has been published in 25 years of "Theory and Research in Social Education" on methods. Discusses three historical meanings that "method" has had since the 1880s. (DSK)