Reading instruction in secondary English and social studies Classrooms

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Abstract
While current research supports the integration of reading and study skills in content classrooms, and while many state education agencies have responded with mandated course‐work in reading for prospective teachers, there is little research to document whether this integration is actually occurring. Through the use of a systematic observation device, this study examined the amount of time devoted to three types of instruction in five English and seven social studies classrooms. Results revealed that just over 65% of the time was spent on content reading instruction. Instruction through means other than by reading accounted for 20% of the time. The remaining time involved no classroom instruction. Approximately one half of the time spent on content reading instruction was devoted to activities where there was an observable interaction between teacher and students, but only an indirect interaction with an actual reading assignment. The other half of the time was almost equally divided between activities where there was an observable interaction between teacher and students and an actual reading assignment and activities where students attempted to read an assignment on their own, without any teacher instruction. Implications for reading instruction in content area classrooms, as well as for teacher training and certification, are discussed.