This mixed-methods study explored third, fourth, and fifth grade teachers perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction,...