Literacy Matters - Winter 2020

References

Afflerbach, P., Cho, B., Kim, J., Crassas, M., & Doyle, B. (2013). Reading: What else matters, besides strategies and skills? Reading Teacher, 66 (6), 440-448.

Miller, D. (2012). Creating a classroom where readers flourish. Reading Teacher, 66 (2), 88-92.

Applegate, A. J., & DeKonty Applegate, M. (2010). A study of thoughtful literacy and the motivation to read. Reading Teacher, 64 (4), 226-234.

Nowell, S. D. (2017).“It’s about the why”: Social studies teachers’perceptions and pedagogy of common core literacy integration. The Journal of Social Studies Research, 41 (1), 63-73.

Bellows, E., & Bodle, A. (2017). Curricular messages: How state standards and children’s books narrate 9/11. The Journal of Social Studies Research, 41 (3), 207- 216. Braten, I., Ferguson, L., Anmarkrud, O., & Stromso, H. (2013). Prediction of learning and comprehension when adolescents read multiple texts: The roles of word-level processing, strategic approach, and reading motivation. Reading and Writing , 26 (3), 321-348.

Parsons, S. A., &Ward, A. E. (2011). The case for authentic tasks in content literacy. Reading Teacher, 64 (6), 462-465.

Reading Matters Authenticity Matters

Pearson, P.D., & Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8 (3), 317-344. Williams, T. (2009). A framework for nonfiction in the elementary grades. Literacy Research and Instruction , 48 (3), 247-263.  Miranda Sigmon is an assistant professor at Winthrop University. Her research interests include motivation related to literacy and connections among literacy components.

Fisher, D., & Frey, N. (2019). Listening stations in content area learning. Reading Teacher, 72 (6), 769-776.

Irvine, J.J, (2010). Culturally relevant pedagogy. Education Digest, 75 (8), 57-61.

Lowry, L. (1989). Number the stars . Boston: Houghton Mifflin Co.

Literacy Matters | Volume 20 • Winter 2020 | scira.org | 11

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