In my work as a teacher, I cannot help but notice that many of the reading selections written for our students include words that are beyond our students' experience. Students simply do not have & could not usually acquire the background knowledge necessary for understanding some words they encounter in subject-specific reading selections, such as social studies & science. Reading instruction in language arts classes cannot adequately address all the words students need to know, as language arts teachers have other specific concerns to address every day. This is why every teacher must be a reading teacher & consider reading an integral part of their subject. Certain subjects are the best place for students to encounter, learn, and understand some of the vocabulary they need to know, while context clues are only useful if students already have the needed background knowledge. In other words, a context clue is not really a clue at all if students do not have the background knowledge to reveal the clue. Anything teachers can do to support students' learning in history, culture & technology - and perhaps even geography & economics - can help provide students a variety of background knowledge that will serve their reading comprehension in science, math, the other content areas, and standardized assessments.