An Historical Exploration of Content Area Reading Instruction

Abstract

THIS PAPER is an historical examination of recommendations for content area reading instruction. Such recommendations proliferated during the first half of this century as modern education emerged from the tradition of mental discipline. The writings of humanists, developmentalists, and scientific determinists were utilized by influential educators to demarcate the field of content area reading instruction. Five issues that confront educators today are rooted in the early writings. The issues include (a) locus of instruction, (b) reading demands of various subjects, (c) study, (d) reading materials, and (e) age focus. The purpose of this paper is to clarify the specialty of content area reading instruction and identify gaps in the knowledge base underlying this specialty.