Research on literacy strategies is something vital to our future teaching careers. While we are not all English teachers, all content areas have their own specific type of literacy, and it is our duty to discover that information and learn it fluently. In the first part of this paper I will delve into how teachers respond to and teach students perceived as high achievers and students perceived as high achievers and how I will respond to struggling readers in my content areas. In the second part of this article, I will demonstrate the approach I will take to research literacy in my content area and share several teaching strategies for social studies and communication arts and literature. In our textbook, Literacy Strategies for Grades 4-12: Strengthening the Threads of Reading by Karen Tankersley, we are given some suggestions about how teachers view high- and low-achieving students. In classrooms where students were perceived as high-performing, she found that teachers “talked less and encouraged more interactions between students, allowed for more creative and generative approaches to learning, provided opportunities for independent work, had warmer, more personal relationships with students and spent little time on behavioral or classroom management issues” (Tankersley, 2005). On the other hand, it also talks about how teachers work with perceived underachievers. With these students, teachers "prepared more structured lessons, allowed fewer opportunities for student creativity, covered less content, rewarded students for trying rather than thinking well, and dedicated a significant amount of time to behavioral issues." and management and had less congenial relationships with students". student because of the strong emphasis on discipline (Tankersley, ...... middle of paper ......students. It's also a way to continue building my curriculum of teaching strategies that I will use in my classroom one day I will continue to research strategies as I advance in my education and after I leave formal schooling to remain a lifelong learner and model this for my students. Works Cited Loranger, A. (1999). content: A middle school case study. Retrieved from https://crown.blackboard.com/bbcswebdav/pid-83221-dt-content-rid-408998_1/courses/EDU350_01_13S2/Loranger content area literacy challenge. .pdfTankersley, K. (2005). Literacy strategies for grades 4-12: Strengthening reading threads. Association for Supervision and Curriculum Development Urquhart, V. (2012). (3rd ed.).Denver: Midcontinent Research for Education and Learning.