Teaching Reading for Understanding
In the November/December 2016 issue of Journal of Adolescent & Adult Literacy, Goldman, Snow and Vaughn present the results of a three-year adolescent literacy project that focused on three projects that examined content literacy instructional approaches. While each project had its own model of building comprehension, all were successful in improving student outcomes. Three common practices to support content literacy instructional practices are: engaged reading, small and whole group work, and knowledge building. The findings of the study support a continuing body of research that supports the teaching, modeling, and practice of content literacy instructional strategies that are embedded in the disciplinary classroom using subject-area text. This is foundational underpinning of all Keys to Literacy professional development!