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Abstract
AbstractWithin the past few years literacy scholars have begun voicing serious doubts on theoretical and practical grounds about the efficacy of the longstanding notion that every teacher is a teacher of reading. In this commentary, we add our voices to the conversation around content area literacy as well as offer our perspectives on the recent calls for alternative practices grounded in disciplinary literacy. We conclude by advocating compromise based on honest, intelligent dialogue between literacy specialists and content area teachers.
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