This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and curricular knowledge. Given content area teachers' need to understand the complexities of the reading process when designing a curriculum in which reading is fundamental to the acquisition of knowledge, the reading process is considered the "curricular" focus. The article was written, in particular, for practitioners and teacher educators who have responded to the recent focus on disciplinary literacy.