ABSTRACT
Since Volume II of the Handbook, with its related chapter on secondary reading (Alvermann & Moore, 1991), there has been a considerable shift in research emphasis and methodology in content area reading studies. Research reviewed for the 1991 volume reflected a quest for teaching and learning strategy validation, typically through experimental and quasi-experimental studies. That line of research has now given way to qualitative studies in content area classrooms aimed at understanding sociocultural underpinnings in teaching and learning (e.g., Bean, 1997; Hinchman & Zalewski, 1996; Moje, 1996; Sturtevant, 1996a). Thus, one of the goals of this review is to provide a picture of the past and present landscapes encompassing research in reading in the content areas with implications for theory, practice, policy, and future research.
