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Although Pearson and Gallagher developed this model to describe how teachers develop students’ reading comprehension, the framework works well across content areas. We would add an additional phase to this model: productive group work. We know that adolescents learn when they spend time interacting with their peers (Palincsar & Herrenkohl, 2002; Wentzel & Watkins, 2002). […]

This is a descriptive case study of two biology teachers, Ed and Jackie (all names are pseudonyms), and two English teachers, Charles and John, over the course of the second semester of their first year of teaching. All four of the participants enrolled and successfully completed a course in teaching reading in the secondary school […]

In the border community where Jackie taught, more than 90% of the students attending Adams High School were Hispanic, with 75% of the student body eligible for free or reduced-cost lunch. The school had not met its AYP for three years, with 80% of its students scoring basic or below basic on English language arts […]

Interviewer: Do you ever get comments from people because you read comic books? Roger: No, not any more. It’s weird because I, at a certain age, I remember in middle school, when I became particularly conscious of the desire to kiss girls, and I want girls in my bedroom, I want girls around my stuff. […]

Peter: Comic books are my little escape. Interviewer: Escape from what? Peter: I spent a long time with some severe depression. I’d lost my job, my place to live, my fiancee dumped me. You know, a lot of things had gone bad for me and then, at that time I wasn’t really collecting comics, but […]