ABSTRACT
The primary reading practices on which the focal teachers relied to engage students with texts involved oral meaning-making in groups that included reading aloud and the teacher providing an oral interpretation of the test. Reading teacher-assembled notes shared many meaning-making practices across biology and English language arts. One of the things that are accomplished by describing so-called long-term English language learners as struggling readers in more than one language is that they are seen as not having any literacy abilities in either language. Beyond reading silently and independently for the purposes of participating in class, it is necessary to consider how silent reading is used within the discipline and by those professions that are associated with the discipline. Across all types of texts that comprised instructional reading events, group reading, meaning-making aloud, and teacher oral interpretation of the text were dominant practices.
