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EXPLORING ADOLESCENT AND DISCIPLINARY LITERACY

SELECTED READINGS

Alexander, P. A. (2005). The Path to Competence: A Lifespan Developmental Perspective on Reading. Journal of Literacy Research, 37(4), 413–436.

Allington, R. L. (2007). Intervention All Day Long: New Hope for Struggling Readers. Voices from the Middle, 14(4), 7–14.

Berrill, D., Doucette, L., & Verhulst, D. (2006). Tutoring adolescent readers. Ontario: Pembroke Publishing.

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

Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in” reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2.

Chandler-Olcott, K. & Hinchman, K. A. (2005). Tutoring adolescent literacy learners: a guide for volunteers. New York: Guilford Press.

Culican, S. J., Milburn, S., & Oakley, C. (2006). Scaffolding Literacy in the Middle Years. Canberra.

De Schonewise, E. A., & Klingner, J. K. (2012). Linguistic and Cultural Issues in Developing Disciplinary Literacy for Adolescent English Language Learners. Topics in Language Disorders, 32(1), 51–68. doi:10.1097/TLD.0b013e3182474c33

Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughn, S. (2007). Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher’s Sourcebook. Dallas, TX.

Fisher, D., & Frey, N. (2015). Teacher Modeling Using Complex Informational Texts. The Reading Teacher. 69(1), 63-69.

Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(1), 45–55.

Gee, J. (2000). New people in new worlds: networks, the new capitalism and schools. In B. Cope & M. Kalanzis (Eds.), Multiliteracies: literacy learning and the design of social futures (pp. 43 – 68). Melbourne: Macmillan Publishers Australia.

Gibbons, P. (2003). Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom. TESOL Quarterly, 37(2), 247–273.

Gibbons, P. (2008). “It Was Taught Good and I Learned a Lot”: Intellectual Practices and ESL Learners in the Middle Years. The Australian Journal of Language and Literacy, 31(2).

Gibbons, P. (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth: Heinemann.

Goldman, S. R. (2012). Adolescent literacy: learning and understanding content. The Future of Children, 22(2), 89–116.

Hall, K. (2002). Co-Constructing Subjectivities and Knowledge in Literacy Class: An Ethnographic–Sociocultural Perspective. Language and Education, 16(3), 178–194.

Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.

International Reading Association. (2012). Adolescent Literacy: a position statement of the International Reading Association. Newark, DE.

International Literacy Association (2015). Collaborating for success: the vital role of content teachers in developing disciplinary literacy with students in grades 6–12. Newark, DE: ILA.

Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(03), 437–451. doi:10.1017/s1366728911000393

Lawrence, J., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating Vocabulary Knowledge for At- Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories. Journal of Education for Students Placed at Risk (JESPAR), 19(2), 37–41.

Martin, J. (1999). Mentoring semeogenesis: “Genre-based” literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 123 – 155). London: Cassell.

McKenna, M. C. & Robinson, R. D. (2014). Teaching through text: reading and writing in the content areas (2nd edition). Boston: Pearson.

Moje, E. B. (2002). Reframing adolescent literacy research for new times: studying youth as a resource. Reading Research and Instruction, 41(3), 211–228.

Morgan, A.-M., Comber, B., Freebody, P., Nixon, H., Grant, H., Trimboli, R., … White, M. (2014). Literacy in the Middle Years: Learning from Collaborative Classroom Research. Newtown, NSW: Primary English Teaching Association Australia.

National Institute for Literacy. (2007). What Content-Area Teachers Should Know About Adolescent Literacy. Jessup, MD. doi:10.1037/e717822007-001

Ogle, D., & Lang, L. (2011). Best practices in adolescent literacy instruction. In L. M. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 138–176). New York: Guilford Press.

Olson, C. B. (2010). The Reading/Writing Connection: strategies for teaching and learning in the secondary classroom (3rd Edition). Boston: Pearson.

Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269–303. Retrieved from <Go to ISI>://WOS:000244438000003

Rehner, J. (1994). Practical strategies for critical thinking. Boston: Houghton Miflin.

Rex, L. A. (2002). Exploring Orientation in Remaking High School Readers’ Literacies and Identities. Linguistics and Education, 13(3), 271–302. doi:10.1016/S0898-5898(02)00090-6

Shanahan, C. (2005). Adolescent Literacy Intervention Programs: Chart and Program Review Guide. Naperville, IL.

Shanahan, T. (2015). A Disciplinary Literacy Bibliography. Retrieved on 27 June 2015 from http://www.shanahanonliteracy.com/2015/06/a-disciplinary-literacy-bibliography.html.

Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy. Harvard Educational Review, 78(1), 40–60.

Silver-Pacuilla, H. (2008). Investigating Language and Literacy Skills Required for Independent Online Learning.

Stevens, L. P. (2002). Making the road by walking: the transition from content area literacy to adolescent literacy. Reading Research and Instruction, 41(3), 267–277.

Strategic Educational Research Partnership. (2009). Word generation. Retrieved from http://www.wordgeneration.org

Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22(9), 993–1019. doi:10.1007/s11145-008-9141-y

Townsend, D., & Kieran, D. (2015). Selecting Academic Vocabulary Words Worth Learning. The Reading Teacher. 69(1), 113-118.

Van Kruistum, C., Leseman, P., & Haan, M. De. (n.d.). Features of at-risk teens’ new literacy practices, 1–10.

Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., … Francis, D. J. (2010). Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention. School Psychology Review, 39(1), 3–21.

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners : Findings From Two Experimental Studies. Journal of Research on Educational Effectiveness, 2(4), 297–324.

Walls, T. A., & Little, T. D. (2005). Relations Among Personal Agency, Motivation, and School Adjustment in Early Adolescence. Journal of Educational Psychology. doi:10.1037/0022-0663.97.1.23

Wanzek, J., Vaughn, S., Roberts, G., & Fletcher, J. M. (2011). Efficacy of a reading intervention for middle school students with learning disabilities. Exceptional Children, 78(1), 73–87.

Wells, G. (1994). Learning and teaching “scientific concepts”: Vygotsky’s ideas revisited. In This paper was presented at the Conference,”Vygotsky and the Human Sciences”. Moscow.

Wells, G. (1999). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.