ABSTRACT
One of the challenges facing teachers is to teach children how to do, think, read, and write in scientific ways (Gaskins & Guthrie, 1994). This includes teaching the use of reading and writing as tools to learn, as well as searching for and recording information, using textbooks, tradebooks, illustrations,
and taking notes (Gaskins & Guthrie, 1994). The complexity of meeting this challenge increases as the gap widens between the reading and writing abilities of their students, especially in the case of students with disabilities who are included for content area instruction.
