Content area teachers’ attitudes and practices toward reading in the content areas: A review

Abstract

Abstract In an earlier review, Moore, Readence and Rickelman (1983) explored the historical foundations of content area reading instruction. They suggested further research needs to be conducted as to actual classroom practices regarding content area reading instruction. In investigating content area teachers’ practices, a logical first step is to investigate the attitudes that content area teachers hold toward incorporating reading instruction in their classrooms. This article, then, presents a review of the literature related to content area teachers’ attitudes toward teaching reading in the content areas. The research reviewed suggests four major findings: (1) content area teachers know less than they need to know about reading in general and about reading skills unique to their content areas; (2) attitudes toward reading instruction vary with respect to instructional level, level of knowledge of reading, and content area taught; (3) teachers are willing to enroll in content area courses; and (4) such ...