Content Area Literacy IS Teaching for Social Justice: Focusing on Unsuccessful Readers

By Carol Lloyd Rozansky, Ph.D.

When adolescent students have difficulties reading, we have traditionally focused on identifying and remediating the skills and strategies they do not have and simultaneously place them in low-level academic courses. However, learned skills and strategies in remedial reading classes rarely transfer to academic courses. This paper suggests a application of content area literacy strategies that are framed in schema theory, culturally relevant pedagogy, motivation to read, and liberatory education. Examples from various content areas are included.

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