Literacy Matters - Winter 2020

References

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Kucan, L., Rainey, E., Cho, B. (2018). Engaging middle school students in disciplinary literacy through culturally relevant historical inquiry. Journal of Adolescent & Adult Literacy, 63(1) , 15-27.

Budiansky, S. (2001). The trouble with textbooks. Prism , 10(6), 24-27.

Moore, D. W., Readance, J. E., & Rickelman, R. J. (1983). An historical exploration of content area reading instruction. Reading Research Quarterly, 18(4), 419-438.

Reading Matters Commentary

Brozo, W. G., Moorman, G., Meyer, C., Stewart, T. ( 2013). Content Area Reading and Disciplinary Literacy: A Case for The Radical Center. Journal of Adolescent & Adult Literacy , 56( 5), 353– 357. doi: 10.1002/JAAL.153

Nelson, C., Ojose, B., &Waithaka, A. (2015). Improving reading in the content areas through informational text reading inventory. Journal of Teacher Action Research, 2(1), 2-20. Ness, M. K. (2016). Reading comprehension strategies in secondary content area classrooms: Teacher use of and attitudes towards reading comprehension instruction. Reading

Chall, S. & Conard, S. S. (1991). Should textbooks challenge students? New York: Teachers College Press.

Dobbs, C. L., Ippolito, J., & Charner-Laird, M. (2016). Layering intermediate and disciplinary literacy work: Lessons learned from a secondary social studies teacher team. Journal of Adolescent & Adult Literacy, 60(2), 131-139.

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

Shanahan, T. & Shanahan, C. (2017). Disciplinary literacy: Just the FAQs. Educational Leadership, 74(5), 18-22.

Honigsfeld, A. & Dove, M. G. (2013). Common core for the not-so-common learner: Grades 6-12. Thousand Oaks, CA: Corwin.

Temple, C. & Doerr, H. M. (2018). How do teachers develop and enact a disciplinary view of literacy in mathematics? Adolescent & Adult Literacy, 61(5) , 483-488.

Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E., & Smith, D. L. (2009).

Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42(5), 392-402.

The Nation’s Report Card (2019). Retrieved July 1, 2019 from https://www. nationsreportcard.gov/reading_math_2017_highlights/

 Dr. Lisa Midcalf is Assistant Professor of Literacy at Francis Marion University. With over 30 years of teaching experience, Dr. Midcalf combines practical knowledge with the latest research to deepen educators’ understanding of current literacy topics. Her research interests include content area reading and reading assessment. She can be reached at lmidcalf@marion.edu.

| 58 | Literacy Matters | Volume 20 • Winter 2020 | scira.org

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