This study examined the beliefs and instructional choices of preservice and inservice secondary social studies teachers about learning with text. Four instruments were utilized: (a) a set of 15 beliefs statements on how learning with text takes place (process model), (b) a set of 15 beliefs statements on how learning with text develops (instructional approach), and (c) two sets of lesson scenarios on vocabulary and comprehension instruction. Each set reflected three theoretical orientations: (a) text- based, (b) reader-based, and (c) interactive. While limited by the hypothetical nature of the written tasks, results indicated that both groups favored reader-based beliefs about learning with text and chose corresponding reader-based vocabulary and comprehension lesson scenarios. Future research should examine social studies teachers' classroom practices to see if their beliefs and instructional decisions are consistent with their actual practices.
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