Book review: Maria C. Grant and Douglas Fisher (2010). Reading and Writing in Science. Tools to develop disciplinary literacy, Corwin (SAGE)

Purpose: As adolescents progress through the upper grades, reading and writing demands become increasingly challenging for students with and without a language and literacy deficit (LLD). The literacy education community recommends that reading and writing instruction be infused in the academic curriculum and emphasizes disciplinary literacy practices. Disciplinary literacy may be too advanced for adolescents with LLD who have not yet mastered foundational written language skills. Method: A discussion is provided for how general strategy instruction, also referred to as a content area or a content literacy approach, might be integrated with disciplinary literacy practices for adolescents with and without LLD. We specifically present how morphological awareness intervention, with an explicit focus on meaning structure and related language analysis of words, can be linked to learning academic vocabulary. Our blended approach includes both content and disciplinary literacy strategies in the context of the academic science curriculum. Conclusions: Adolescents with and without LLD require ongoing support of their literacy development well beyond the elementary school years. It is important that this support include not only mastery of foundational general strategies to access complex text content in a proficient manner but also active and explicit reflection on the social complexities of text as it relates to specific disciplines. Together, such instruction and intervention, when directly applied to the academic curriculum, can help older students of all abilities achieve the optimal comprehension and learning required for academic success.

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Book Review: Multilingual literacies: reading and writing different worlds. Studies in written language and literacy

Child Language Teaching and Therapy ◽

10.1177/026565900301900310 ◽

2003 ◽

Vol 19 (3) ◽

pp. 370-372

Author(s):

Rita Thakaria

Keyword(s):

Written Language ◽

Language And Literacy ◽

Reading And Writing

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Book Review: Dimensions of Literacy: A Conceptual Basis for Teaching Reading and Writing in School Settings (2nd edition)

First Language ◽

10.1177/014272370502500309 ◽

2005 ◽

Vol 25 (3) ◽

pp. 378-381

Author(s):

Ros Fisher

Keyword(s):

Conceptual Basis ◽

Teaching Reading ◽

Reading And Writing ◽

School Settings

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Efeitos de sentido sobre transgênicos produzidos a partir da transformação nas condições de produção de leitura

Revista Brasileira de Educação em Ciências e Educação Matemática ◽

10.33238/rebecem.2021.v.5.n.1.26317 ◽

2021 ◽

Vol 5 (1) ◽

pp. 176-193

Author(s):

Alberto Lopo Montalvão Neto ◽

Elisabeth Barolli

Keyword(s):

Decision Making ◽

Undergraduate Students ◽

Political Issues ◽

Reading And Writing ◽

Scientific Controversies ◽

The Face ◽

Writing In Science ◽

Socially Relevant ◽

Undergraduate Science ◽

Production Conditions

Resumo: Reflexões relativas à Ciência e à Tecnologia têm se pautado no entorno de questões socialmente relevantes. Assim, além de colocar como fundamental um olhar para as relações entre tais eixos e a Sociedade, no presente trabalho, demonstramos como uma atividade baseada na leitura e na escrita no Ensino de Ciências, que visa autonomia e tomada de decisões, pode gerar outras compreensões por licenciandos em Ciências Biológicas. Analisamos os efeitos de sentido produzidos após ocorrer mudanças nas condições de produção de leitura, por meio do contato desses sujeitos com tipos textuais diversos. Nosso intuito foi compreender como se dão os seus posicionamentos frente as controvérsias científicas, mais especificamente no que se refere aos alimentos transgênicos. Para tal finalidade, analisamos produções textuais dissertativas, e observamos a ocorrência de mudanças nas condições de produção influenciaram a produção de sentidos dos licenciandos de/sobre transgenia, bem como em relação às controvérsias e questões sociopolíticas concernentes.Palavras-chave: CTS; Controvérsias Científicas; Análise de Discurso; Transgênicos. Meaning effects on transgenics produced from transformation in reading production conditions Abstract: Reflections on Science and Technology have been based on socially relevant issues. In addition to placing as crucial a look at the relationships between those axes and the Society, in the present work, we demonstrate how an activity based on reading and writing in Science Teaching, which aims at autonomy and decision making, can generate other understandings by undergraduate science Biological students. We analyze the meaning effects produced after changes in the conditions of reading production, through the contact of these subjects with different textual types. Our aim was to understand how their positions take place in the face of scientific controversies, more specifically with regard to transgenic foods. Analyzing textual dissertation productions, we observed that changes in production conditions influenced the production of senses of the undergraduate students on/about transgenics, as well as in relation to the controversies and socio-political issues involved.Keywords: STS; Scientific Controversies; Discourse Analysis; Transgenics.

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