Research in second language acquisition and the learning of mathematics has matured through long, albeit disconnected, histories. This study examines how theories and models of second language acquisition can be applied to the learning of mathematics and, through this, develops a novel framework defining stages in the learning of mathematics. This…

This article describes how participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes.

Rising expectations for middle grade students to independently read and comprehend complex, discipline-specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but…

In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors,…

Recent scholarship on secondary reading calls for a shift from teaching generic literacy strategies to teaching discipline-specific language and literacy practices (Fang & Schleppegrell, 2008; Moje, 2008; Shanahan & Shanahan, 2012). This call for disciplinary literacy instruction (DLI) reflects the growing recognition that literacy…

The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their…

Discusses the advantages and disadvantages of four methods of teaching reading in the content areas: (1) presenting isolated skills, (2) "aiming" toward content, (3) "guiding" toward content, and (4) presenting skills and content concurrently. (FL)

This article provides a broad introduction to comprehension instruction in content area classrooms. It begins with a brief overview of research and of thinking processes involved in reading comprehension. Then, it outlines several research-supported comprehension strategies, including: (1) Question asking and answering; (2) Clarifying a purpose…

Describes one strategy designed to help students monitor their comprehension while reading content area materials. (HOD)

Prereading teaching strategies that help students connect schemata in their head with the information on the page are important components of reading instruction. Three prereading strategies that serve the purpose of stimulating linking activity are posing related questions, presenting reaction statements, and introducing concept stimuli. Related…

Describes a procedure for helping students understand and work mathematical word problems. (MKM)

Presents several guidelines for creating lessons to teach critical thinking skills, a model lesson using these guidelines, and an analysis of the teaching strategies within the lesson that illustrates how the guidelines are applied. (HOD)

Defines the method of "think alongs," which are representations of a reader's process of constructing meaning. Illustrates how think along methods of reading instruction might be used in secondary science, math, or social studies classrooms by focusing on critical learning issues in each area. (HB)

Through instruction in synaptic linking--the process of relating ideas and information to produce expanded interpretations and new constructs--teachers provide students with a model for answering higher level questions about their reading material. Presenting a carefully planned sequence of reading comprehension questions that require skills…