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.
Manderino, M., & Castek, J. (2016). Digital Literacies for Disciplinary Learning: A Call to Action. Journal of Adolescent & Adult Literacy: A Journal from the International Reading Association, 60(1), 79–81. https://doi-org/10.1002/jaal.565 Abstract: Digital Literacies for Disciplinary Learning explores intersections of digital and disciplinary literacies across multiple learning contexts. Topics addressed
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?
What design principles can inform teachers’ disciplinary literacy instruction? What does disciplinary literacy instruction actually look like across grade levels and content areas?
“The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few. During this crisis, there are still opportunities to provide students with tools to help them be independent learners,