Language Arts - Volume 98, Issue 6, 2021

Describes the origins and aims of content-area literacy and disciplinary literacy and explains how these traditions can be reconciled in integrated science-literacy instruction.

This article disrupts the notion that students affected by school interruptions have fallen behind and demonstrates how to appreciate and learn from students’ strengths.

In this column, we feature some of our favorite poetry titles published in 2020 for children in grades K–8.

The authors discuss the typical practices of “March is Reading Month” and suggest modifications to better support students’ reading motivation and engagement all year.