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ERIC Number: EJ1116135
Record Type: Journal
Publication Date: 2013-Jun-11
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1554-8244
EISSN: N/A
Rhetorical Reading and the Development of Disciplinary Literacy across the High School Curriculum
Warren, James E.
Across the Disciplines, v10 n1 Jun 2013
Education researchers and literacy specialists have responded to declining reading scores among high school students by calling on teachers across subject areas to teach "disciplinary literacy," which introduces students to the ways discipline-specific knowledge is produced and communicated and teaches students to apply different reading strategies depending on the discipline from which a text originates. Disciplinary literacy programs have the potential to raise reading achievement among high school students, but they put English Language Arts (ELA) teachers in a paradoxical position: on the one hand, ELA teachers are discouraged from teaching general reading strategies that fail to account for discipline-specific text features, but on the other hand, ELA teachers are discouraged from teaching the discourse conventions of math, science, history, and social studies because they lack the specialized knowledge of teachers in those subjects. This paper proposes that "rhetorical reading," a construct that sparked a flurry of CAC studies some twenty years ago but that never influenced high school instruction, could be the solution to this impasse. Rhetorical reading is a strategy common to all academic disciplines but by its very nature demands discipline-specific adaptations when applied to specific subject areas.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A