Reading, Readability and Social Studies.
Roger E. Johnson, Eileen B. Vardian · The Reading Teacher · 1973
Hp HE need for teaching reading ** in the content areas has been acknowledged for a quarter cen tury. Yet, teachers in the content areas often disavow this responsi bility since they have had little or no formal training in the teaching of reading. Actually, the content teacher is almost as knowledgeable in teaching reading as is the aver age language arts teacher. Few in either field have had specific train ing in the teaching of reading. Most teachers have had only one course in how to teach this im portant skill. Still, it is the re sponsibility of every teacher to ascertain somehow, sometime, how this process of learning to read takes place. When students are reading below grade level, text books are above grade level, and students cannot understand con cepts or find answers to specific questions, then the teacher must somehow alter the situation and