Educators are familiar with pressing students for textual evidence for their claims. But educators themselves are pressed to use evidence-based instructional practices, often with little guidance about where to look and how to evaluate that evidence.
While the term, ‘academic language’, is frequently used in educational settings, it still remains unclear which skills and practices educators should teach to support learners’ literacy attainment and, in turn, academic success.
This presentation will provide a brief overview of the importance of academic vocabulary knowledge for reading, writing, and discussion.
As more schools adopt a disciplinary literacy (DL) orientation toward teaching and learning, how might instructional coaching bolster and amplify disciplinary literacy work?
Text selection is a critical aspect of adolescent literacy that has the potential to maximize, or minimize, adolescents’ literacy growth and knowledge base. This presentation will discuss what we know about selecting texts for literacy instruction as well as selecting texts for learning in content areas.
This presentation will provide an overview of the Hochman Method, an evidence-based method of expository writing instruction that can be used in every grade and in all subjects. This instructional methodology enables students to master the skills that are essential if they are to become competent writers. In turn, those skills equip students to become better readers; communicate more effectively in writing and speaking; and, most importantly, elevate their thinking.
Public schools will not serve as the great equalizer of opportunity until they provide all students with the chance to acquire the critical listening, reasoning, argumentation, and communication skills developed through classroom discourse and required for future success in any discipline.
To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets.
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading.
Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K-12 classrooms.
Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.
Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs.
Manderino, M., & Castek, J. (2016). Digital Literacies for Disciplinary Learning: A Call to Action. Journal of Adolescent & Adult Literacy: A Journal from the
This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice.
What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?