NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1112113
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Layering Intermediate and Disciplinary Literacy Work: Lessons Learned from a Secondary Social Studies Teacher Team
Dobbs, Christina L.; Ippolito, Jacy; Charner-Laird, Megin
Journal of Adolescent & Adult Literacy, v60 n2 p131-139 Sep-Oct 2016
Secondary teachers nationwide are encouraged by the Common Core State Standards and recent research to enact disciplinary literacy instruction. However, little is known about how teachers make sense of teaching disciplinary literacy skills to adolescents. To what extent might adolescents still need the kinds of foundational support provided by what Shanahan and Shanahan called intermediate strategy instruction, or instruction in general reading comprehension strategies? In this article, the authors describe findings from a disciplinary literacy project in which a group of high school social studies teachers (and the authors) discovered that a complex layering of intermediate and disciplinary literacy work was required to meet students' needs. Implications for teams of teachers wishing to explore this tension and keep their focus on helping students access and communicate content material are shared.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A