This column responds to a recent push in education policy toward a curriculum that requires
students to read and write more informational texts. Most evident in the now well-known …

This systematic review examined whether building content knowledge in science and/or
social studies topics during English Language Arts (ELA) instruction enhances vocabulary …

This cluster randomized controlled trial investigated the impact of project-based learning
with professional development supports on social studies and literacy achievement and …

Since 1985, for example, the Cooperative Children's Book Center (CCBC) at the University
of Wisconsin-Madison has provided yearly statistics about children's books published by …

Almost fifteen years have passed since the publication of the National Research Council's
seminal report Preventing Reading Difficulties in Young Children, which provided research …

This study addresses the question: Do second-grade students from low-socioeconomic-
status (SES) schools taught with an iteratively designed project-based approach to social …

Although reading aloud to elementary students is a common practice, few studies have
focused on the actual texts read, beyond considerations of fiction versus nonfiction, and few …

When we think about teaching literacy, we most often think about skills and strategies—the
how of reading rather than the what of reading (Palincsar & Duke, 2004). Yet, dozens of …

This study describes an evaluation of a read aloud intervention to improve comprehension
and vocabulary of first-grade students. Twelve teachers were randomly assigned to an …

With national focus on reading and math achievement, science and social studies have
received less instructional time. Yet, accumulating evidence suggests that content …