Content Area Reading and Disciplinary Literacy
A Case for The Radical Center
Bibliographic Data
| ID | 15015653 |
|---|---|
| Authors | William G Brozo (corresponding author), Gary B Moorman, Gary Moorman, Carla Meyer, Trevor Thomas Stewart (0000-0002-3116-2454), Trevor Stewart |
| Year | 2013 |
| Volume | 56 |
| Issue | 5 |
| Pages | 353-357 |
| Publication date | 2013-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.153 |
| OpenAlex | W2097001876 |
| Language | EN |
| Citations received | 17 |
| References cited | 9 |
Within the past few years literacy scholars have begun voicing serious doubts on theoretical and practical grounds about the efficacy of the longstanding notion that every teacher is a teacher of reading. In this commentary, we add our voices to the conversation around content area literacy as well as offer our perspectives on the recent calls for alternative practices grounded in disciplinary literacy. We conclude by advocating compromise based on honest, intelligent dialogue between literacy specialists and content area teachers
Compromise · Conversation · Critical literacy · Discipline · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process · Social science · Sociology · Communication · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Philosophy · Psychology · Teacher Education and Leadership Studies
Guiding and Grouping Readers for Scaffolding Text Comprehension in the Science Classroom Using Three-Level Reading Guides
Changing the English Classroom
Improving literacy and content learning across the curriculum? How teachers relate literacy teaching to school subjects in cross-curricular professional development
When I hear literacy”
Teaching students to evaluate online information in social studies
Disciplinary Literacy
The Continued Need for Strategy Investigations
A Pentagonal Pyramid Model for Differentiation in Literacy Instruction Across the Disciplines
Writing “Voiced” Arguments About Science Topics
Drawing on What We Do as Readers
Intersections of Literacy and Teaching With the Disciplines and Professions
Foregrounding Collaboration in Disciplinary Literacy
The Optimism of Uncertainty
Disciplinary Literacy Through the Lens of the Next Generation Science Standards
Layering Intermediate and Disciplinary Literacy Work
Habits of Practice
Integrating Content and Literacy in Social Studies
Teaching Disciplinary Literacy to Adolescents
What Is Disciplinary Literacy and Why Does It Matter
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
In Praise of Amateurism
An Analysis of Spontaneous Study Strategies
The effects of strategy instruction on the comprehension performance of at‐risk students
| Citations per year | 1.31 |
|---|---|
| Citation span | 2013 - 2026 (14) |
| Highly cited | No |