As students advance to upper elementary grades, there is a shift from "learning to read" to "reading to learn", particularly with regard to content-area reading in history, social studies, and science. Students are expected to read primary and secondary sources closely, analyze text, determine central ideas, and distinguish among fact, fiction, and reasoned judgments in text. With these shifts, all of your students, both with and without disabilities, could benefit from explicit instruction in strategies for reading and making meaning of nonfiction texts. Watch this short video to learn how you can use multimedia to help support your instruction in social studies and history.