ABSTRACT

Second, we argue that content area literacy instruction needs to extend beyond the elementary grades. Secondary classrooms tend to be departmentalized and instruction is often a transmission or “covering” of standardsbased content. Connections across disciplines can be rare. These disconnects often serve to isolate or decontextualize the thinking and learning processes. Students’ higher-level thinking and long-term learning require much more than teaching for rote memorization or isolated skills. We explain the evolution of content area reading to content area literacy to show why it is critical for secondary teachers to revalue literacy in their classrooms.