Preparing new teachers to address literacy in content area classrooms

It is imperative that we train our new teachers to address literacy in content area classrooms. There are many schools which do not perceive literacy as a whole school concept making it difficult to break away from the traditional method of teaching.They expect their students to enter secondary school having already learnt to read so that their job would just be transferring content knowledge (Alger,C.L.(2007)
It is truly disappointing to see educators who have been teaching for over twenty years behave as if it is none of their concern to take on this challenge.They become dormant and continue to do the same thing the same way all the time. Their teaching is not inclusive and students who are good readers will perform well and the ones who are not, remain disengaged and achieve low grades.These students are branded as"failures".
Therefore, it is essential that preservice teachers have no unrealistic notions that they are coming into a system which comprises of "fluent readers" just because they have entered secondary schools.New teachers need to be sensitive to the fact that all students do not have to same experiences so it is important to plan their strategies and lessons with this in mind.Their training programme must arm them with a range of strategies to address students' needs as they arise.
The same way we want to have doctors who are improving themselves so we can get the best modern medical care, so to, we want teachers who will continuosly search for methods to address literacy in our class to find the best strategies to help our students read in the fullest meaning of the word.
It is important to remember that 'it is not the strongest of the species will survive, but the ones that can adapt to change".