Literacy Matters Vol. 23 Winter 2023

McLaughlin, M., & DeVoogd, G. (2020). Critical expressionism: Expanding reader response in critical literacy. The Reading Teacher, 73 (5), 587-595

Selvester, P. M., & Summers, D. G. (2015). Socially responsibly literacy: Teaching adolescents for purpose and power . New York: Teachers College Press.

Meloche, A., Lee, V. J., Grant, A., Neuman, D., &Tecce DeCarlo, M. J. (2020). Critical literacy as a lens for students’evaluation of sources in an AP history class. The Social Studies, 111 (4), 189-204. 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. Mueller, G. G. W. (2016). Questioning as a civic act: An examination of how social studies teachers define, develop, and cultivate questions for inquiry [Doctoral Dissertation, University of Kentucky]. ProQuest Dissertations and Theses Global. National Council for the Social Studies (2013). The college, career, and civic life framework (C3) for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history . Silver Spring, MD: NCSS. Ness, M. K. (2009). Reading comprehension strategies in secondary content area classrooms: Teacher use of and attitudes toward reading comprehension. Reading Horizons, 49 (2), 143–166.

Sencibaugh, J. M., & Sencibaugh, A. M. (2015). The effects of Questioning the Author on the reading comprehension of middle school students. Reading Improvement, 52 (3), 85-92.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78 (1), 40-59.

Skerrett, A. (2010). Teaching critical literacy for social justice. Action in Teacher Education , 31 (4), 54–65.

Soares, L. B., &Wood, K. (2010). A critical literacy perspective for teaching and learning social studies. The Reading Teacher, 63 (6), 486-494.

Stevens, E.A., Murray, C.S., Fishstron, S., & Vaughn, S. (2020). Using question generation to improve reading comprehension for middle-grades students. Journal of Adolescent & Adult Literacy, 64 (3), 311–322.

Literacy Matters General Articles

Thomas, A. F., & Vannatta Reinhart, R. (2014). Pre-reading power: One classroom’s experience.

Newkirk, T. (1986). (Ed.). Only connect: Uniting reading and writing . Upper Montclair, NJ: Boynton/Cook Publishers.

The Clearing House: A Journal of Educational Strategies , pp. 87 , 264–269.

Trout, M., & Samb, J. (2020). Teaching strategy to strengthen habits of deliberation: The “Evidence of the U”graphic. Social Studies and the Young Learner, 33 (1), 17–21.

Pflaum, S. W., & Bishop, P. A. (2004). Student perceptions of reading engagement: Learning from the learners. Journal of Adolescent & Adult Literacy, 48 (3), 202-213.

Reidel, M., & Draper, C. A. (2011). Reading for democracy: Preparing middle grades social studies teachers to teach critical literacy. The Social Studies, 102 (2), 124-131. Russell, W. B. III (2010). Teaching social studies in the 21st century: A research study of secondary social studies teachers’ instructional methods and practices. Action in Teacher Education, 32 (1), 65–72.

Wolk, S. (2003). Teaching for critical literacy in social studies. The Social Studies, 94 (3), 101– 106.

Yeari, M., & van der Broek, P. (2011). A cognitive account of discourse understanding and discourse interpretation: The Landscape model of reading. Discourse Studies, 13 (5), 635- 643.

Sealey-Ruiz, Y. (2019). Race, justice, and activism in literacy instruction . New York: Teachers College Press.

S Timothy Lintner is Associate Vice Chancellor for Academic Affairs and Carolina Trustee Professor of Education at the University of South Carolina, Aiken. His research examines the intersection between social studies, special education, and literacy practices.

Literacy Matters | Volume 22 • Winter 2023 | 31 |

CLICK HERE TO RETURN TO TABLE OF CONTENTS