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This manuscript details an exploratory study of an assignment in a literacy across the curriculum course that assisted teacher candidates to recognize the distance between expert and novice readers in their content specific teaching. The study explores how teacher candidates discovered strategies necessary to build comprehension of disciplinebased texts, particularly for novice readers. Data collection included multiple entries from thirty teacher candidate journals that were generated during partnered dialogues. Journals were analyzed for clues as to how teachers can better approach helping students to read varied disciplines’ texts with greater comprehension. Findings suggest that by placing teacher candidates in the position of both novice and expert readers, 1) they gained insight into how to scaffold instruction so that students become more expert readers of their content; and 2) they exhibited a willingness to work with these strategies because they empathized with struggling readers. It is the first week of Literacy across the Curriculum, a required course for teacher candidates pursuing a Master of Arts in Teaching. The students do a think-aloud describing what they are imagining as they read a Haitian folktale, Bouki’s Glasses (Courlander, 1964). Upon finishing, M., fresh from an editor’s job with the Yale Review, raises her hand, “Professor, I’m a good reader. I don’t need to think while I’m reading. This isn’t useful to me.” Three weeks later, this same language arts teacher candidate reads from That Ubiquitous Sum: 1+2+3=... n, (Bezuska & Kenney, 2005). Again M. reflects on her reading: “I feel intimidated and inadequate. I’m not stupid-so why can’t I understand this?” A teacher candidate, a competent reader, discovers that all readers struggle at times and in the process develops sensitivity to teaching reading in her discipline. This exploratory study examines an assignment that has visceral impact on teacher candidates, causing many to re-examine teaching students both content and reading skills. It also extends beyond viscerality by aiding teacher candidates to analyze strategies necessary to read in their content area and posit methods to help students gain these strategies. The major premise: We become experts through experience.

Changing Teacher Candidates’ Perceptions of Literacy in Content Classes: The Role of Expert-Novice Dialogues