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ERIC Number: EJ1083523
Record Type: Journal
Publication Date: 2016-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1053-4512
Utilizing Discourse in the Development of Strategic Readers in the Content Areas
Spies, Tracy G.
Intervention in School and Clinic, v51 n3 p137-144 Jan 2016
The impetus behind the design and implementation of the Common Core State Standards (CCSS) was to establish nationwide criteria in preparing students to be college or career ready by the end of high school. The standards require students to comprehend, analyze, and evaluate text across a wide range of disciplines. Essential to the mastery of the standards, students must have a deep understanding of the larger bodies of language, or the academic discourse related to the academic discipline. This article examines the role of discourse within the development of academic language in the content areas and provides educators with a content area discourse analysis tool to identify high-priority areas for explicit discourse instruction for learners with exceptional language needs.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A