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Capin, Philip; Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon – Reading and Writing: An Interdisciplinary Journal, 2021
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…
Descriptors: Vocabulary Development, Reading Comprehension, Elementary School Teachers, Reading Instruction
Miller, Harry – Reading Improvement, 2020
The teacher's dilemma presents various strategies for teaching content area reading. Teachers the content subject area should be willing to accept the fact that their role as teachers is vital to the success of his students. Students cannot be expected to read the textbook as they would the local newspaper or a novel. Students need to be taught…
Descriptors: Content Area Reading, Reading Instruction, Reading Strategies, Teaching Methods
Elizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Grantee Submission, 2023
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…
Descriptors: Faculty Development, Program Effectiveness, Fidelity, Grade 4
Capin, Philip; Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon – Grantee Submission, 2020
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…
Descriptors: Vocabulary Development, Reading Comprehension, Elementary School Teachers, Reading Instruction
Leticia R. Martinez; Sarah Fishstrom; Sharon Vaughn; Philip Capin; Coleen D. Carlson; Tim T. Andress; David J. Francis – Grantee Submission, 2024
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…
Descriptors: Social Studies, Teaching Methods, Comparative Analysis, World History
Leticia R. Martinez; Sarah Fishstrom; Sharon Vaughn; Philip Capin; Coleen D. Carlson; Tim T. Andress; David J. Francis – Reading Research Quarterly, 2024
This study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English-speaking (non-EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and…
Descriptors: Social Studies, Teaching Methods, Comparative Analysis, World History
Kristen Henry – Texas Association for Literacy Education Yearbook, 2024
This pilot study investigates content-area preservice teacher perceptions of literacy practices as humanizing pedagogy. Findings from open-ended survey questions and a focal interview suggest preservice teachers see the connection between literacy learning and the teaching of their content area. They also have a budding understanding of how…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Literacy Education, Humanization
Frambaugh-Kritzer, Charlotte; Buelow, Stephanie – Reading Horizons, 2022
This study aims to grow the literature by examining the "how" of disciplinary literacies (DL) elementary mathematics instructional practices in teacher education, which is under-reported. Using qualitative case study methods, we examined how one cohort of elementary preservice teachers (PTs) enacted the DL instructional practices in…
Descriptors: Problem Solving, Mathematics Education, Content Area Reading, Content Area Writing
HyeJin Hwang; Sonia Q. Cabell; Rachel E. Joyner – Scientific Studies of Reading, 2022
This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…
Descriptors: Meta Analysis, Vocabulary Development, Elementary School Students, Reading Comprehension
Buchholz, Beth; Pyles, Damiana; Hash, Peaches; Hagaman, Kris – Science and Children, 2021
"Science and Children" routinely addresses the challenges teachers face in integrating the "Common Core State Standards" ("CCSS") alongside the "Next Generation Science Standards" ("NGSS") (e.g., Forsythe, Jackson, and Contreras 2018; Sweetman and Sabella 2018). This article aims to extend this…
Descriptors: Science Instruction, Interdisciplinary Approach, Kindergarten, Video Technology
HyeJin Hwang; Sonia Q. Cabell; Rachel E. Joyner – Grantee Submission, 2021
This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…
Descriptors: Meta Analysis, Vocabulary Development, Elementary School Students, Reading Comprehension
Bergeland, John O. – ProQuest LLC, 2019
In an effort to improve an understanding of content area vocabulary instruction and how to support teacher-educators, in this study I sought to determine which vocabulary instructional practices were selected from the corpus and applied in instruction. I examined the knowledge and beliefs held by the participants about vocabulary instruction in…
Descriptors: Vocabulary Development, Content Area Reading, Teacher Attitudes, Knowledge Level
Sonia Q. Cabell; HyeJin Hwang – Grantee Submission, 2020
Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. In this article, we explicate why…
Descriptors: Reading Comprehension, Elementary School Students, Content Area Reading, English Instruction
Relf, Diane – Teaching History, 2022
Diane Relf was concerned by what felt like an unbridgeable gulf between Year 7's vocabulary and comprehension, and her aspirations both for their inclusion in history and their later academic success. As a subject leader without the benefit of any history-specific training at the start of her career, she embarked on a journey of intensive reading…
Descriptors: Grade 7, History Instruction, Teaching Methods, Writing (Composition)
Jennifer Blitz – Office of English Language Acquisition, US Department of Education, 2025
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…
Descriptors: Evidence Based Practice, English Learners, Personal Autonomy, Language Proficiency