Joint Development of Hydrocarbon Deposits in the Law of the Sea

Abstract

"Sometimes the teacher will say, 'Read to the bottom of the page,' and I try but I fall behind. Then she asks questions and a whole bunch of kids can answer the questions but I can't. I try to keep up with everything but it's really hard. Sarah; 6th grade social studies student". This paper presents the results of a review of the research into content area teachers' attitudes and beliefs about the teaching of reading within their subject area(s). As exemplified in the quote above, the ability to read and learn from text written to provide information can be difficult and frustrating for students who lack the skills. Content area teachers have been encouraged for decades to incorporate reading into their area of instruction, but have often chosen not to do this for a variety of reasons. In addition, teacher educators have attempted to work with content area teachers help them consider how to incorporate reading instruction into their classroom. This paper takes a closer look at the reasons that motivate pre- and in-service content area teachers in grades 6-12 to either teach or not teach reading.It also examines the ways in which teacher educators have worked to help content area teachers learn how to teach reading and the degree to which these interventions have been successful.In doing so I argue that (a) our approaches to working with content area teachers on this topic have been limited and (b) simply creating positive attitudes towards teaching reading is not necessarily enough. This paper begins with a brief discussion of what it means to teach reading in the content areas. Next I present a general introduction to teacher beliefs and how they may influence the instructional decisions teachers make. Then I discuss the methodology for my review. This is followed by the results of my review with implications for how teacher educators might consider addressing this issue in the future. {\textcopyright} 2005 Elsevier Ltd. All rights reserved.