Content Area Reading

Gee, J. P. (2001). Reading as situated language: A sociocognitive perspective. Journal of Adolescent & Adult Literacy, 44(8), 714-725.

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Houseal, A., Gillis, V., Helmsing, M., & Hutchison, L. (2016). Disciplinary literacy through the lens of the Next Generation Science Standards.  Journal of Adolescent & Adult Literacy, 59(4), 377-384. 

 

Kirkland, D. E., & Jackson, A. (2009). “We real cool”: Toward a theory of black masculine literacies. Reading Research Quarterly, 44(3), 278-297.

 

Mills, H., & O’Keefe, T. (2011). Inquiry into assessment strategies: From kidwatching to responsive teaching. Talking Points 22(2), 2-8. 

 

Moje, E.B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.  Journal of Adolescent & Adult Literacy, 52(2), 96-107. 

 

Rainey, E. C., Maher, B. L., Coupland, D., Franchi, R., & Moje, E. B. (2018).  But what does it look like?  Illustrations of disciplinary literacy teaching in two content areas.  Journal of Adolescent & Adult Literacy, 61(4), 371-379.

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Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school? The Reading Teacher, 67(8), 636-639.

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Skerrett, A. (2014). Religious literacies in a secular literacy classroom. Reading Research Quarterly, 49(2), 233-250.

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Spires, H. A., Kerkhoff, S. N., & Graham, A. C. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161.

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Wolsey, T. D., & Lapp, D. (2017). Literacy in the disciplines: A teacher’s guide for grades 5-12. Chapters 1 and 9. New York, NY: Guilford.