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Journal articles on the topic 'Content-Area Literacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

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

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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 comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

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2

McVey, Michael. "(Re)Imagining content-area literacy instruction." International Review of Education 57, no. 5-6 (October 8, 2011): 769–70. http://dx.doi.org/10.1007/s11159-011-9238-4.

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3

Lesley, Mellinee. "Looking for Critical Literacy With Postbaccalaureate Content Area Literacy Students." Journal of Adolescent & Adult Literacy 48, no. 4 (December 1, 2004): 320–34. http://dx.doi.org/10.1598/jaal.48.4.5.

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4

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

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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 (January 9, 2018): 85–95. http://dx.doi.org/10.1080/00098655.2017.1411131.

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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 (June 1996): 298–314. http://dx.doi.org/10.1080/19388079609558217.

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7

Murray-Orr, Anne, and Jennifer Mitton-Kukner. "Early Career Teachers’ Evolving Content-Area Literacy Practices." in education 23, no. 2 (December 21, 2017): 71–86. http://dx.doi.org/10.37119/ojs2017.v23i2.340.

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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, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge

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8

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

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

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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 she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.

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

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11

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

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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 (March 2002): 267–77. http://dx.doi.org/10.1080/19388070209558370.

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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 (September 2002): 357–84. http://dx.doi.org/10.1207/s15548430jlr3403_5.

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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. Although these requirements may be changing to accommodate other state requirements (Stewart & O'Brien, 2001), course work in content-area literacy remains common. Instructors with expertise in adolescent and content-area literacy have provided preservice courses to inform secondary teachers of methods to infuse literacy instruction with content instruction in ways that strengthen students' content-area learning and promote general literacy development. However, despite the slogans, the legislation, and the coursework, limited instruction in literacy occurs in secondary content-area classrooms (Eldridge & Muller, 1986, in Alvermann & Moore, 1991; Ratekin, Simpson, Alvermann, & Dishner, 1985).

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

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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 curriculum, and music educators can use them to encourage student engagement with authentic music texts by focusing on the artistic processes of responding and connecting. Adoption of content area literacy and B-D-A into music ensemble methods coursework can aid preservice and in-service music teachers as they engage students in music learning, support cross-curricular collaboration and professional development, and promote overall student literacy.

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Connor, Carol McDonald, Sibel Kaya, Melissa Luck, Jessica R. Toste, Angela Canto, Diana Rice, Novell Tani, and Phyllis S. Underwood. "Content Area Literacy: Individualizing Student Instruction in Second-Grade Science." Reading Teacher 63, no. 6 (March 2010): 474–85. http://dx.doi.org/10.1598/rt.63.6.4.

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16

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

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17

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

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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.

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19

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

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20

Siebert, Daniel K., Roni Jo Draper, Daniel Barney, Paul Broomhead, Sirpa Grierson, Amy P. Jensen, Jennifer Nielson, Jeffery D. Nokes, Steven Shumway, and Jennifer Wimmer. "Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms." Journal of Adolescent & Adult Literacy 60, no. 1 (May 26, 2016): 25–33. http://dx.doi.org/10.1002/jaal.526.

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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 (March 1999): 239–43. http://dx.doi.org/10.1080/00098659909599401.

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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 (November 2, 2017): 44–66. http://dx.doi.org/10.14434/josotl.v17i4.21885.

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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 Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.

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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 (May 2009): 708–18. http://dx.doi.org/10.1598/jaal.52.8.6.

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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 (September 18, 2008): 229–45. http://dx.doi.org/10.1080/19388070802300314.

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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 (May 23, 2014): 91. http://dx.doi.org/10.20360/g2cs3z.

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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 pre-service teachers who were interviewed after completing a course in content area literacy. Pre-service teachers emphasized their growing awareness of how literacy strategies can enhance student learning in their specific subject areas.

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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 (January 31, 2013): 353–57. http://dx.doi.org/10.1002/jaal.153.

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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 (September 2012): 213–20. http://dx.doi.org/10.1080/00098655.2012.691568.

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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 (July 1998): 372–74. http://dx.doi.org/10.1080/00098659809599595.

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29

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

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30

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

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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 suggestions for further research.

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31

Schoenbach, Ruth, and Cynthia Greenleaf. "Leading for literacy." Phi Delta Kappan 99, no. 3 (October 23, 2017): 59–64. http://dx.doi.org/10.1177/0031721717739596.

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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 on their own literacy practices and fundamentally rethink their approach to literacy instruction.

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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 (March 2009): 523–33. http://dx.doi.org/10.1598/jaal.52.6.6.

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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 (October 28, 2019): 229–46. http://dx.doi.org/10.1080/1547688x.2019.1672844.

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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 (July 2012): 28–37. http://dx.doi.org/10.1177/004005991204400603.

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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 (December 12, 2008): 76–94. http://dx.doi.org/10.1080/19388070802434899.

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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.

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37

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

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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 - Developing a Blended Learning Course in Content Area Literacy for Secondary Teachers. Tem publicado regularmente em revistas e livros, e tem sido membro de inúmeros conselhos editoriais de revistas científicas, em contextos nacionais e internacionais.

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38

Neugebauer, Sabina Rak. "Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument." Assessment for Effective Intervention 42, no. 3 (September 5, 2016): 131–49. http://dx.doi.org/10.1177/1534508416666067.

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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 measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.

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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 (July 21, 2019): 227–40. http://dx.doi.org/10.1177/0731948719864417.

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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 secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.

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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 (June 2009): 48–49. http://dx.doi.org/10.1177/016264340902400207.

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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 (September 10, 2014): 129–35. http://dx.doi.org/10.1080/00368121.2014.931271.

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42

Dunkerly-Bean, Judith, and Thomas William Bean. "Missing the Savoir for the Connaissance." Journal of Literacy Research 48, no. 4 (October 25, 2016): 448–75. http://dx.doi.org/10.1177/1086296x16674988.

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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 content area literacy and disciplinary literacy are taken up to deconstruct stances within these domains with the aim of a reconstruction that captures the affordances of both. Suggestions for moving the field out of this binary through a collaborative focus on interdisciplinary approaches are discussed.

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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 (January 2010): 23–32. http://dx.doi.org/10.1080/00940771.2010.11461718.

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44

Novianti, Dewi, and Siti Fatonah. "Budaya Literasi Media Digital Pada Ibu-Ibu Rumah Tangga." Jurnal Antropologi: Isu-Isu Sosial Budaya 21, no. 2 (December 16, 2019): 218. http://dx.doi.org/10.25077/jantro.v21.n2.p218-226.2019.

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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 displayed. Thus it is necessary to cultivate the media literacy movement for housewives. The method used is content analysis, literature study, in-depth interviews, observation, and FGD. The results of the study show that housewives after being given training, socialization, and FGD on digital media literacy became aware of the importance of digital media literacy. Then they continuously convey to the family and the environment where they are. On several occasions, PKK meetings, the Qur’an recitation group, socialized the importance of digital media literacy. Finally, this digital media literacy becomes a culture especially in Maguwoharjo Village, Sleman regency, Yogyakarta. This village is a pilot village of digital media literacy culture for the surrounding environment, especially the Sleman Regency Yogyakarta.

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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 (September 2009): 270–80. http://dx.doi.org/10.1177/026142940902500308.

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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 overview of Vygotsky's theory is presented. Then, the reader is taken into the life of a teacher facing inclusion tensions. The final section reveals how these tensions are eased and teaching revitalized with Vygotsky's theory and 21st century literacy skills.

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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 (May 8, 2018): 77–87. http://dx.doi.org/10.1177/1525740118771905.

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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 areas. Confidence level was found to be negatively correlated with SLPs’ experience level ( rs = −.14–−.24, p < .05) and positively correlated with their rating of their education ( rs = .28–.39, p < .01). These results suggest school-based SLPs could benefit from professional development in the area of disciplinary literacy as well as the broader area of adolescent language and literacy interventions.

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47

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

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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 (July 3, 2015): 143. http://dx.doi.org/10.1080/00228958.2015.1056670.

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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 (December 2011): 326–35. http://dx.doi.org/10.1002/jaal.00039.

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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.

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