In the decades following this pioneering work, the term reading to learn (Richardson & Morgan, 2003; Vacca & Vacca, 1999) and strategy-based activities that incorporate reading into content lessons have become popular. Teachers have recognized that students encounter many new words, or words used in new ways, in subject area instruction, and that students need to read with understanding and to study effectively in order to learn subject matter. Discussion and writing are now frequently incorporated into content lessons. Thus, content teachers have been encouraged in recent decades to identify and use tools other than the lecture that can enable students to engage with and more effectively learn subject matter.