Preteaching Strategies to Improve Student Learning in Content Area Classes

Abstract

Students with mild to moderate disabilities, English language learners, and other at-risk groups frequently struggle academically in general education science and social studies classrooms. In this article, the research surrounding preteaching as an academic intervention for content area instruction is reviewed. General suggestions for preteaching science and social studies content to students from upper elementary to high school levels are given based on the theoretical and empirical literature. Subsequently, suggestions for implementing three types of preteaching are described in detail: vocabulary preteaching, preteaching with advance organizers, and preteaching targeting background knowledge. Conclusions are drawn regarding the utility of preteaching and the need for further research investigating preteaching interventions.