What Research Has to Say About Reading Instruction
Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading
Richard T. Vacca
Students' need to understand and learn from text increases as they progress through schooling and encounter increasingly complex materials in a range of subject areas. Teachers across the disciplines value the role that reading plays in learning. There is, therefore, a shared responsibility among teachers to ensure that students receive high-quality and appropriate reading instruction throughout the school years. In outlining the history of thinking about content area literacy and providing a detailed review of research and strategies in the field, the author makes a strong case for increased attention to adolescents' literacy needs among the entire community of educators.
Vacca, R.T. (2002).
Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading.
In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 184-204). Newark, DE: International Reading Association.