Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.
{"title":"“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts","authors":"Patrick Burke, Eithne Kennedy","doi":"10.1002/trtr.2283","DOIUrl":"https://doi.org/10.1002/trtr.2283","url":null,"abstract":"Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"456 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140474710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brittany Adams, Gillian E. Mertens, Zhihui Fang, Marissa Baugh
Informational texts present complex content using language that is simultaneously technical, abstract, dense, and authoritative. This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository reading. These strategies include morphological analysis, spotlighting discipline‐specific vocabulary, sentence completion, unpacking nominalizations, identifying actions and their agents, deconstructing noun phrases, paraphrasing complex sentences, and syntactic anatomy. They are designed for classroom teachers to support their implementation of authentic informational texts.
{"title":"Scaffolding Expository Reading with Picture Books: Strategies for Comprehending Informational Language","authors":"Brittany Adams, Gillian E. Mertens, Zhihui Fang, Marissa Baugh","doi":"10.1002/trtr.2286","DOIUrl":"https://doi.org/10.1002/trtr.2286","url":null,"abstract":"Informational texts present complex content using language that is simultaneously technical, abstract, dense, and authoritative. This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository reading. These strategies include morphological analysis, spotlighting discipline‐specific vocabulary, sentence completion, unpacking nominalizations, identifying actions and their agents, deconstructing noun phrases, paraphrasing complex sentences, and syntactic anatomy. They are designed for classroom teachers to support their implementation of authentic informational texts.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"99 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences.
{"title":"New and Not‐Well‐Known Research about Reading Disabilities: Teachers Want to Know","authors":"Adrea J. Truckenmiller","doi":"10.1002/trtr.2280","DOIUrl":"https://doi.org/10.1002/trtr.2280","url":null,"abstract":"Laws, practices, and research about reading difficulties have been gradually and rapidly changing since the passage of the Individuals with Disabilities Education Act in 1974. It is difficult for schools to keep up, especially when it takes approximately 16 years for research to reach widespread public knowledge. In this article, I frame the latest research about reading difficulties within the daily discussions occurring in schools. I address misconceptions and best practices about dyslexia, learning disabilities, screening, instruction, and a common, but unknown cause of reading difficulties—developmental language disorder. Research cited in this article come from studies funded by the National Institutes of Child Health and Development and the Institute of Education Sciences.","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway
{"title":"In This Issue 77:4","authors":"Tanya S. Wright, Patricia A. Edwards, Laura S. Tortorelli, John Z. Strong, Emily Phillips Galloway","doi":"10.1002/trtr.2279","DOIUrl":"https://doi.org/10.1002/trtr.2279","url":null,"abstract":"","PeriodicalId":512399,"journal":{"name":"The Reading Teacher","volume":"56 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139632785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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