Preparing Content Area Teachers for Disciplinary Literacy Instruction

2014 ◽  
Vol 57 (6) ◽  
pp. 444-448 ◽  
Author(s):  
Zhihui Fang
Keyword(s):  
Literacy Instruction ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Content Area Teachers

Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy

2008 ◽  
Vol 78 (1) ◽  
pp. 40-59 ◽  
Author(s):  
TIMOTHY SHANAHAN ◽  
CYNTHIA SHANAHAN
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Content Area Literacy ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Comprehension Strategies ◽  
Content Area Teachers ◽  
School Settings ◽  
Adolescent Readers ◽  
Best Fit

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

What reading strategies make sense to content area teachers?

Reading World ◽  
1980 ◽  
Vol 19 (3) ◽  
pp. 265-271 ◽  
Author(s):  
Nicholas P. Criscuolo ◽  
Richard T. Vacca ◽  
Joseph J. LaVorgna
Keyword(s):  
Reading Strategies ◽  
Content Area ◽  
Content Area Teachers

Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms

2016 ◽  
Vol 60 (1) ◽  
pp. 25-33 ◽  
Author(s):  
Daniel K. Siebert ◽  
Roni Jo Draper ◽  
Daniel Barney ◽  
Paul Broomhead ◽  
Sirpa Grierson ◽  
...  
Keyword(s):  
Literacy Instruction ◽  
Content Area

scholarly journals Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs

2007 ◽  
Vol 24 (2) ◽  
pp. 42 ◽  
Author(s):  
Eleni Pappamihiel
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
English Language ◽  
Immigrant Students ◽  
The United States ◽  
Content Area ◽  
Attitudes And Beliefs ◽  
Content Area Teachers ◽  
Safe Learning Environment

In the United States and Canada, as in many other countries, it has become common for teachers not specifically trained in English as a second language (ESL) to have immigrant and minority language students in their classrooms. These students, who are generally learning English along with the culture of their new countries, present many challenges for their teachers, who are often not appropriately trained to meet their needs. Often teachers of mathematics, science, and other content-area courses feel less than prepared for these students and lack the skills needed to accommodate instruction to their unique needs. In addition, these same teachers often harbor attitudes and beliefs about immigrant students that are not conducive to the development of a safe learning environment and are difficult to alter. This article describes how a community-based service-learning project (CBSL) was used to begin to investigate the attitudes and beliefs of preservice content-area teachers toward English language learners (ELLs). In this study many participants exhibited some level of change in their attitudes about working with ELLs.

Content Area Reading and Disciplinary Literacy: A Case for The Radical Center

2013 ◽  
Vol 56 (5) ◽  
pp. 353-357 ◽  
Author(s):  
William G. Brozo ◽  
Gary Moorman ◽  
Carla Meyer ◽  
Trevor Stewart
Keyword(s):  
Content Area Reading ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Radical Center
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