Reading, Writing, and Understanding.

Abstract

Many secondary content-area teachers are reluctant to integrate reading and writing in their instruction because they feel that reading and writing skills are add-ons to their central job of teaching content knowledge. The author discusses secondary reading-tolearn and writing-to-learn as processes that support an instructional goal common to all content areas: understanding. Staff development for content-area literacy, she writes, should make teachers aware of the ways various reading and writing strategies can support this central instructional goal.

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