Literacy Matters Vol. 23 Winter 2023

References

Alexander-Shea, A. (2011). Redefining vocabulary: The new language strategy for social studies. The Social Studies, 102 (3), 95–103.

Comber, B. (2015). Critical literacy and social justice. Journal of Adolescent & Adult Literacy , 58 (5), 362–367.

Allen, A. (2018). Teach like Socrates: Encouraging critical thinking in elementary social studies. Social Studies and the Young Learner, 31 (1), 4–10.

Crisco, V. (2009). Activating activist literacy: Discovering dispositions for civic identity and development. Composition Studies, 37 (2), 31–51.

Beck, I. L., & McKeown, M. G. (2002). Questioning the author: Making sense of social studies. Educational Leadership, 60 (3), 44–47.

Dover, A. G. (2016). Teaching for social justice and the Common Core: Justice-oriented curriculum for language arts and literacy. Journal of Adolescent & Adult Literacy, 59 (5), 517–527.

Beck, I. L., McKeown, M. G., & Gromoll, E.W. (1989). Learning for social studies texts. Cognition and Instruction, 6 (2), 99–158.

Dewey, J. (1916). Democracy and education . NewYork, NY: Macmillian Co.

Beck, I. L., McKeown, M. G., & Sandora, C. A. (2020). Robust comprehension instruction with Questioning the Author: 15 years smarter. NewYork: The Guilford Press.

Fordham, N.W.,Wellman, D., & Sandman, A. (2002). Taming the text: Engaging and supporting students in social studies readings. The Social Studies, 93 (4), 149-158.

Literacy Matters General Articles

Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising social studies texts from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26 (3), 251–276. Berkeley, S., King-Sears, M. E., Vilbas, J., & Conklin, S. (2016). Textbook characteristics that support of thwart comprehension: The current state of social studies texts. Reading &Writing Quarterly, 32 (3), 247–272. Bolinger, K., &Warren,W. J. (2007). Methods practiced in social studies instruction: A review of public school teachers’ strategies. International Journal of Social Education, 22 (1), 68-84.

Gilson, C. M., Beach, K. D., & Cleaver, S. L. (2018). Reading motivation of adolescent readers receiving general education support. Reading &Writing Quarterly, 34 (6), 505–522.

Grant, S.G., Swan, K., & Lee, J. (2017). Questions that compel and support. Social Education, 81 (4), 200-203.

Hughes, M. T., & Parker-Katz, M. (2013). Integrating comprehension strategies into social studies instruction. The Social Studies, 104 (3), 93–104.

Intihan, H., Fitriani, S. S., & Achmad, C. (2022). An analysis of Questioning the Author (QTA) as a technique to motivate senior high school students in reading skills. Research in English and Education Journal, 7 (1), 7-11.

Boyd, A. S. (2017). Social justice literacies in the English classroom: Teaching practice in action . NewYork: Teachers College Press.

Juzwik, M. M., Borsheim-Black, C., Caughlan, S., & Heintz, A. (2015). Inspiring dialogue: Talking to learn in the English classroom . NewYork: Teachers College Press.

Breunig, M. (2019). Beings who are becoming: Enhancing social justice literacy. Journal of Experiential Education , 42 (1), 7–21.

Larson, J., & Marsh, J. (2015). Making literacy real: Theories and practices for learning and teaching (2nd ed.). Los Angeles, CA: Sage Publishers.

Brugar, K. A., &Whitlock, A. M. (2020). Explicit and implicit social studies: Exploring the integration of social studies experiences in two elementary classrooms. Canadian Social Studies, 51 (1), 2–21.

Lennon, S. (2017). Questioning for controversial and critical thinking dialogues in the social studies classroom. Issues in Teacher Education, 26 (1), 3–16.

Buchanan, J. H. (2016). Questioning techniques: A study of instructional practice. Peabody Journal of Education, 91 (5), 660–671.

Levstik, L. (2008).What happens in social studies classrooms. In L. Levstik and C. Tyson (Eds).

Caffrey, G. E., & Rogers, R. (2018). Students taking social action: Critical literacy practices through school-as-museum learning. Berkeley Review of Education, 8 (1), 83–114. Cantrell, S. C., Burns, L. D., & Callaway, P. (2008). Middle and high school content area teachers’perceptions about literacy teaching and learning. Literacy Research and Instruction, 48 (1), 76–94.

Handbook of research on social studies education (pp. 50–62). NewYork, NY: Routledge.

McCulley, L. V., & Osman, D. J. (2015). Effects of reading instruction on learning outcomes in social studies: A synthesis of quantitative research. The Journal of Social Studies Research, 39 (4), 183–195. McKeown, M. G., & Beck, I. L. (1990). The assessment and characterization of young learners’knowledge of a topic in history. American Educational Research Journal, 27 (4), 688– 726.

Ciardiello, A. V. (2004). Democracy’s young heroes: An instructional model of critical literacy practices. The Reading Teacher, 58 (2), 138-147.

Coddington, C. S., & Guthrie, J. T. (2009). Teacher and student perceptions of boys’and girls’ reading motivation. Reading Psychology, 30 (3), 225–249.

McKeown, M. G., & Beck, I. L., &Worthy, M. J. (1993). Grappling with text ideas: Questioning the author. The Reading Teacher, 46 (7), 560–566.

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