Log in

Relevant bibliographies by topics / Content-Area Literacy / Journal articles

To see the other types of publications on this topic, follow the link: Content-Area Literacy.

Journal articles on the topic 'Content-Area Literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Content-Area Literacy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.

Full text

Abstract:

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of compr

APA, Harvard, Vancouver, ISO, and other styles

2

McVey, Michael. "(Re)Imagining content-area literacy instruction." International Review of Education 57, no. 5-6 (2011): 769–70. http://dx.doi.org/10.1007/s11159-011-9238-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Lesley, Mellinee. "Looking for Critical Literacy With Postbaccalaureate Content Area Literacy Students." Journal of Adolescent & Adult Literacy 48, no. 4 (2004): 320–34. http://dx.doi.org/10.1598/jaal.48.4.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Collin, Ross. "A Bernsteinian Analysis of Content Area Literacy." Journal of Literacy Research 46, no. 3 (2014): 306–29. http://dx.doi.org/10.1177/1086296x14552178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Armstrong, Abbigail, Kavin Ming, and Shawnna Helf. "Content Area Literacy in the Mathematics Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 91, no. 2 (2018): 85–95. http://dx.doi.org/10.1080/00098655.2017.1411131.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kinney‐Sedgwick, Martha, and Nina Yochum. "Content area literacy instruction: Viewpoints of elementary teachers and literacy professors." Reading Research and Instruction 35, no. 4 (1996): 298–314. http://dx.doi.org/10.1080/19388079609558217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Murray-Orr, Anne, and Jennifer Mitton-Kukner. "Early Career Teachers’ Evolving Content-Area Literacy Practices." in education 23, no. 2 (2017): 71–86. http://dx.doi.org/10.37119/ojs2017.v23i2.340.

Full text

Abstract:

Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies,

APA, Harvard, Vancouver, ISO, and other styles

8

Fang, Zhihui. "Preparing Content Area Teachers for Disciplinary Literacy Instruction." Journal of Adolescent & Adult Literacy 57, no. 6 (2014): 444–48. http://dx.doi.org/10.1002/jaal.269.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

DRAPER, RONI JO. "Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration." Harvard Educational Review 78, no. 1 (2008): 60–83. http://dx.doi.org/10.17763/haer.78.1.k104608143l205r2.

Full text

Abstract:

In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon ethnographic data from the group's participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights s

APA, Harvard, Vancouver, ISO, and other styles

10

Sungmook Choi. "Content Area Literacy: Pedagogical Implications and Future Research Directions." English Language Teaching 21, no. 4 (2009): 1–23. http://dx.doi.org/10.17936/pkelt.2009.21.4.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Daisey, Peggy. "The Promise of Secondary Content Area Literacy Field Experiences." Literacy Research and Instruction 51, no. 3 (2012): 214–32. http://dx.doi.org/10.1080/19388071.2011.556211.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Stevens, Lisa Patel. "Making the road by walking: The transition from content area literacy to adolescent literacy." Reading Research and Instruction 41, no. 3 (2002): 267–77. http://dx.doi.org/10.1080/19388070209558370.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Draper, Roni Jo. "Every Teacher a Literacy Teacher? An Analysis of the Literacy-related Messages in Secondary Methods Textbooks." Journal of Literacy Research 34, no. 3 (2002): 357–84. http://dx.doi.org/10.1207/s15548430jlr3403_5.

Full text

Abstract:

Every teacher a reading teacher has been the call of educators who have made their life work the promotion of reading and writing for middle and high school students (Gray, 1925; Herber, 1970; Ruddell, 1997; Vacca & Vacca, 2002). State departments of education in many states in the United States require secondary content-area teachers to complete course work in content-area reading and writing in order to obtain a teaching license (Romine, McKenna, & Robinson, 1996), seemingly to support this notion that every content-area teacher should also be a teacher of reading and writing. Althou

APA, Harvard, Vancouver, ISO, and other styles

14

Weidner, Brian N. "Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework." Journal of Music Teacher Education 27, no. 3 (2017): 10–23. http://dx.doi.org/10.1177/1057083717732512.

Full text

Abstract:

Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A) instructional framework is commonly used in content area literacy and provides a powerful tool for promoting student critical thinking and metacognitive awareness. B-D-A is supported by content area literacy strategies that can be used across the curri

APA, Harvard, Vancouver, ISO, and other styles

15

Connor, Carol McDonald, Sibel Kaya, Melissa Luck, et al. "Content Area Literacy: Individualizing Student Instruction in Second-Grade Science." Reading Teacher 63, no. 6 (2010): 474–85. http://dx.doi.org/10.1598/rt.63.6.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Bean, Thomas W. "Preservice Teachers' Selection and Use of Content Area Literacy Strategies." Journal of Educational Research 90, no. 3 (1997): 154–63. http://dx.doi.org/10.1080/00220671.1997.10543771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Myoung-Soon Kim. "The characteristics of content area literacy and the implications on instruction." KOREAN EDUCATION ll, no. 75 (2007): 91–120. http://dx.doi.org/10.15734/koed..75.200704.91.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Carney-Strahler, Brianna. "Wikis: Promoting Collaborative Literacy through Affordable Technology in Content-Area Classrooms." Creative Education 02, no. 02 (2011): 76–82. http://dx.doi.org/10.4236/ce.2011.22011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Meyer, Carla K. "The Literacy Needs of Adolescents: What Do Content-Area Teachers Know?" Action in Teacher Education 35, no. 1 (2013): 56–71. http://dx.doi.org/10.1080/01626620.2012.743441.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Siebert, Daniel K., Roni Jo Draper, Daniel Barney, et al. "Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms." Journal of Adolescent & Adult Literacy 60, no. 1 (2016): 25–33. http://dx.doi.org/10.1002/jaal.526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Loranger, Ann L. "The Challenge of Content Area Literacy: A Middle School Case Study." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 4 (1999): 239–43. http://dx.doi.org/10.1080/00098659909599401.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Bogard, Treavor, Mary-Kate Sableski, Jackie Arnold, and Connie Bowman. "Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction." Journal of the Scholarship of Teaching and Learning 17, no. 4 (2017): 44–66. http://dx.doi.org/10.14434/josotl.v17i4.21885.

Full text

Abstract:

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teac

APA, Harvard, Vancouver, ISO, and other styles

23

Wilson, Nance S., Dana L. Grisham, and Linda Smetana. "Investigating Content Area Teachers Understanding of a Content Literacy Framework: A Yearlong Professional Development Initiative." Journal of Adolescent & Adult Literacy 52, no. 8 (2009): 708–18. http://dx.doi.org/10.1598/jaal.52.8.6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Siebert, Daniel, and Roni Jo Draper. "Why Content-Area Literacy Messages Do Not Speak to Mathematics Teachers: A Critical Content Analysis∗." Literacy Research and Instruction 47, no. 4 (2008): 229–45. http://dx.doi.org/10.1080/19388070802300314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Murray Orr, Anne, Jennifer Mitton Kukner, and D. J. Timmons. "Fostering Literacy Practices in Secondary Science and Mathematics Courses: Pre-service Teachers’ Pedagogical Content Knowledge." Language and Literacy 16, no. 1 (2014): 91. http://dx.doi.org/10.20360/g2cs3z.

Full text

Abstract:

A significant number of high school students struggle to read textbooks and other course materials and to write successfully in content area courses such as mathematics and science (Kane, 2011). This paper investigates how pre-service teacher education can provide a strong literacy foundation for content area teachers. A pilot study, undertaken as part of an ongoing longitudinal study, examines how secondary pre-service teachers plan to infuse their teaching of secondary mathematics and science with literacy practices. This paper inquires into the perspectives of six mathematics and science pr

APA, Harvard, Vancouver, ISO, and other styles

26

Brozo, William G., Gary Moorman, Carla Meyer, and Trevor Stewart. "Content Area Reading and Disciplinary Literacy: A Case for The Radical Center." Journal of Adolescent & Adult Literacy 56, no. 5 (2013): 353–57. http://dx.doi.org/10.1002/jaal.153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ming, Kavin. "10 Content-Area Literacy Strategies for Art, Mathematics, Music, and Physical Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 85, no. 6 (2012): 213–20. http://dx.doi.org/10.1080/00098655.2012.691568.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Nourie, Barbara Livingston, and Susan Davis Lenski. "The (In)Effectiveness of Content Area Literacy Instruction for Secondary Preservice Teachers." Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 6 (1998): 372–74. http://dx.doi.org/10.1080/00098659809599595.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Troia, Gary A. "Meaningful Assessment of Content-Area Literacy for Youth with and without Disabilities." Assessment for Effective Intervention 31, no. 2 (2006): 69–80. http://dx.doi.org/10.1177/073724770603100206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Janzen, Joy. "Teaching English Language Learners in the Content Areas." Review of Educational Research 78, no. 4 (2008): 1010–38. http://dx.doi.org/10.3102/0034654308325580.

Full text

Abstract:

This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of teaching; and professional development or teacher education issues. The article summarizes key findings in the literature, examining trends and discontinuities across the different content areas, and concludes with implications for teaching and suggestion

APA, Harvard, Vancouver, ISO, and other styles

31

Schoenbach, Ruth, and Cynthia Greenleaf. "Leading for literacy." Phi Delta Kappan 99, no. 3 (2017): 59–64. http://dx.doi.org/10.1177/0031721717739596.

Full text

Abstract:

Two-thirds of U.S. high school students today are unable to read and comprehend complex academic materials, think critically about texts, synthesize information from multiple sources, or effectively communicate what they have learned. And in response, many teachers simply stop assigning challenging texts, opting instead to “deliver content” through lectures. For 25 years, though, the Reading Apprenticeship program has shown that when school and district leaders embrace a collective responsibility to provide effective reading and writing instruction, they can help subject-area teachers reflect

APA, Harvard, Vancouver, ISO, and other styles

32

Lesley, Mellinee, and Marian Matthews. "Place-Based Essay Writing and Content Area Literacy Instruction for Preservice Secondary Teachers." Journal of Adolescent & Adult Literacy 52, no. 6 (2009): 523–33. http://dx.doi.org/10.1598/jaal.52.6.6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Kushner, Steven, and Nathan C. Phillips. "Mentoring Preservice Teachers in Disciplinary Literacies: A Model of Content Area Literacy Instruction." New Educator 16, no. 3 (2019): 229–46. http://dx.doi.org/10.1080/1547688x.2019.1672844.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Fenty, Nicole S., Kim McDuffie-Landrum, and Gary Fisher. "Using Collaboration, Co-Teaching, and Question Answer Relationships to Enhance Content Area Literacy." TEACHING Exceptional Children 44, no. 6 (2012): 28–37. http://dx.doi.org/10.1177/004005991204400603.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Chambers Cantrell, Susan, Leslie David Burns, and Patricia Callaway. "Middle- and High-School Content Area Teachers' Perceptions about Literacy Teaching and Learning." Literacy Research and Instruction 48, no. 1 (2008): 76–94. http://dx.doi.org/10.1080/19388070802434899.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

von Bitter, Melanie, and Karen Turley. "Deaf History, Digital Technology, and Content-Area Literacy: Instructional Strategies for Secondary Classrooms." Sign Language Studies 17, no. 1 (2016): 78–84. http://dx.doi.org/10.1353/sls.2016.0025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Silva, Daniela. "Entrevista a Maria de Lourdes Dionísio." Revista Portuguesa de Educação 31, Especial (2018): 116–23. http://dx.doi.org/10.21814/rpe.15082.

Full text

Abstract:

Maria de Lourdes Dionísio foi a terceira diretora da Revista Portuguesa de Educação, de 2003 a 2014. É docente do Departamento de Estudos Integrados de Literacia, Didática e Supervisão do Instituto de Educação da Universidade do Minho. Os principais interesses científicos centram-se nas áreas de ensino de português, leitura e literacias na educação de jovens e adultos, em contextos académicos e informais. Tem participado e coordenado projetos de investigação, nomeadamente, no âmbito da literacia: “Changing Lives. Literacy in Adult Education”, ELINET (European Literacy Network), e Ble*Teach - D

APA, Harvard, Vancouver, ISO, and other styles

38

Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

Full text

Abstract:

While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing m

APA, Harvard, Vancouver, ISO, and other styles

39

Lauterbach, Alexandra A., Mary T. Brownell, and Elizabeth A. Bettini. "Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities." Learning Disability Quarterly 43, no. 4 (2019): 227–40. http://dx.doi.org/10.1177/0731948719864417.

Full text

Abstract:

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secon

APA, Harvard, Vancouver, ISO, and other styles

40

Ludlow, Barbara L., and John D. Foshay. "Book and Software Review: Supporting Content Area Literacy with TechnologySupporting Content Area Literacy with Technology, by BrozoW. G., and PuckettK. S., (2009). Boston, MA: Allyn & Bacon. 226 pp., $31.99 paper." Journal of Special Education Technology 24, no. 2 (2009): 48–49. http://dx.doi.org/10.1177/016264340902400207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Madden, Lauren, Anne Peel, and Heather Watson. "The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom." Science Activities: Classroom Projects and Curriculum Ideas 51, no. 4 (2014): 129–35. http://dx.doi.org/10.1080/00368121.2014.931271.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Dunkerly-Bean, Judith, and Thomas William Bean. "Missing the Savoir for the Connaissance." Journal of Literacy Research 48, no. 4 (2016): 448–75. http://dx.doi.org/10.1177/1086296x16674988.

Full text

Abstract:

This conceptual review addresses the bifurcation of content area and disciplinary literacy by examining each as regimes of truth. We look specifically at the ways in which both approaches comprise, in Foucault’s terms, “regimes of truth” within their respective epistemological domains. Following a brief history of adolescent literacy, extant research is considered. By employing a theoretical framework based on Foucault’s notions of “ connaissance” referring to a particular corpus of knowledge, and “ savoir” or knowledge in general, research and discourse surrounding the current debate over con

APA, Harvard, Vancouver, ISO, and other styles

43

Watkins, Naomi M., and Kristen M. Lindahl. "Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners." Middle School Journal 41, no. 3 (2010): 23–32. http://dx.doi.org/10.1080/00940771.2010.11461718.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Novianti, Dewi, and Siti Fatonah. "Budaya Literasi Media Digital Pada Ibu-Ibu Rumah Tangga." Jurnal Antropologi: Isu-Isu Sosial Budaya 21, no. 2 (2019): 218. http://dx.doi.org/10.25077/jantro.v21.n2.p218-226.2019.

Full text

Abstract:

Media literacy in the digital era has become important. Various layers of society need to understand the importance of digital media literacy. Research subjects were housewives in the Sleman area of Yogyakarta. Research subjects so far have not understood how to intelligently consume media. Media content worries that most of them are negative which can anesthetize the audience. The biggest content from media is entertainment. The media prioritizes entertainment programs that pay less attention to the ethics and norms of society. They don't care about the negative impact of the content displaye

APA, Harvard, Vancouver, ISO, and other styles

45

Zambo, Debby. "Gifted Students in the 21st Century: Using Vygotsky's Theory to Meet Their Literacy and Content Area Needs." Gifted Education International 25, no. 3 (2009): 270–80. http://dx.doi.org/10.1177/026142940902500308.

Full text

Abstract:

Teachers who work with gifted children in content area reading face challenges because they teach bright children in a new millennium. Today's gifted students have grown up with digital literacies that expand their capabilities and contribute to their individual needs. Unfortunately, when it comes to instruction, these literacies are often disregarded. Tasks given are not relevant or at an appropriate level, what Vygotsky termed the zone of proximal development. In this paper, Vygotsky's theory is posed as the way to nurture the literacy and content area needs of gifted students. To begin, an

APA, Harvard, Vancouver, ISO, and other styles

46

Davis, Karen C., and Kimberly A. Murza. "Disciplinary Literacy: Virginia School-Based Speech-Language Pathologists’ Knowledge and Confidence." Communication Disorders Quarterly 40, no. 2 (2018): 77–87. http://dx.doi.org/10.1177/1525740118771905.

Full text

Abstract:

The purpose of this survey was to examine Speech-Language Pathologists’ (SLPs) confidence in their ability to support student outcomes by addressing language-literacy needs, to align therapy to educational standards, and to align therapy to student content areas. A total of 237 school-based SLPs in Virginia completed a 19-item survey. Results indicated school-based SLPs were largely unfamiliar with the concept of disciplinary literacy and only 53% of the respondents indicated that they were “ Very confident” or “ Somewhat confident” in their ability to align their therapy to students’ content

APA, Harvard, Vancouver, ISO, and other styles

47

Wilson, Amy Alexandra. "Moving Beyond the Page in Content Area Literacy: Comprehension Instruction for Multimodal Texts in Science." Reading Teacher 62, no. 2 (2008): 153–56. http://dx.doi.org/10.1598/rt.62.2.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Yeigh, Maika J. "Literacy for Learning: A Handbook of Content-Area Strategies for Middle and High School Teachers." Kappa Delta Pi Record 51, no. 3 (2015): 143. http://dx.doi.org/10.1080/00228958.2015.1056670.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Hungerford-Kresser, Holly, Joy Wiggins, and Carla Amaro-Jiménez. "Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom." Journal of Adolescent & Adult Literacy 55, no. 4 (2011): 326–35. http://dx.doi.org/10.1002/jaal.00039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Colwell, Jamie, and Amy C. Hutchison. "Refining a flipped classroom model in a content area literacy course: determining modification through reflection." International Journal of Social Media and Interactive Learning Environments 3, no. 4 (2015): 249. http://dx.doi.org/10.1504/ijsmile.2015.074007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!