Should every content area teacher be a teacher of reading? Why or why not?

Lewis, W.E., & Strong, J.Z. (2021). Literacy instruction with disciplinary texts: Strategies for grades 6 – 12. Guilford Press. ISBN 978-1-4625-4468-4 ISBN 9781462530083

Directions: Respond to the following topics:

Lewis & Strong Ch. 1:

1. Should every content area teacher be a teacher of reading? Why or why not?

2. What do the authors tell us about adolescent reading development?

3. According to the authors, what are some best practices for adolescent literacy instruction?

4. Why should we understand that readers bring different abilities into the classroom that will affect their comprehension and learning?

Lewis & Strong Ch. 2:

5. What does “low readability begets low readability” mean in the content of teaching?

6. Why do we need to consider text complexity when assigning readings?

7. What are reader and task considerations?

8. What is a useful process for text selection?

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