Deaf History, Digital Technology, and Content-Area Literacy: Instructional Strategies for Secondary Classrooms

2016 ◽  
Vol 17 (1) ◽  
pp. 78-84
Author(s):  
Melanie von Bitter ◽  
Karen Turley
Keyword(s):  
Instructional Strategies ◽  
Digital Technology ◽  
Content Area Literacy ◽  
Content Area ◽  
Secondary Classrooms ◽  
Deaf History

Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach

2012 ◽  
Vol 40 (3) ◽  
pp. 198-229 ◽  
Author(s):  
Anne-Lise Halvorsen ◽  
Nell K. Duke ◽  
Kristy A. Brugar ◽  
Meghan K. Block ◽  
Stephanie L. Strachan ◽  
...  
Keyword(s):  
Achievement Gap ◽  
Social Studies ◽  
Content Area Literacy ◽  
Content Area ◽  
Second Grade

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.

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