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Disciplinary Literacy

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skye gillingham

on 22 March 2017

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Transcript of Disciplinary Literacy

Disciplinary Literacy

By, Skye Gillingham

Text Assessment
Selected text should guide the type of instruction that students receive as well as the tasks students are asked to complete as a result of having read the text

Provides a subjective review of the challenges of the text and provides insight into areas that will need scaffolding in order to support your students in utilizing different strategies to acquire information

Results of the leveling criteria can then be used to match texts to students at their specific reading level
Text Assessment and Its Impact on Student Learning
Reading Comprehension
Why is disciplinary literacy important?

Content area reading
focuses on reading and study skills
generalized strategies across subjects

Disciplinary literacy
"Develop in students the capacity to think, read, and write like an insider or expert" (Brozo, Moorman, Meyer, and Stewart, 2013)
Strives to get students to participate in reading and discourse of a particular discipline
Become members of a disciplinary culture












Engages students to focus on the text and focus on the ideas expressed
Challenges students to move beyond a superficial understanding of the text
Develops critical thinking skills that enable students to analyze, reason, and synthesize information
Content Area Reading vs. Disciplinary Literacy
What is Motivation and Engagement
Engaged Readers
Intrinsically motivated
Strategic in their understanding of text
Frequent readers
Expectancy-Value Theory
The extent to which an individual expects success or failure in understanding
The value in overall appeal that an individual ascribes to the task
Applegate and Applegate, 2010, p. 226
How does Motivation and Engagement Support Learning History
Capitalizing on student interests
Scaffolding instruction which leads to self-regulating
Student choice to explore information
Making connections to the text and relating the information to their lives
Communicate to others through collaboration
Reading Apprenticeship
Making connections to prior knowledge
Generate Questions
Visualize
Make Inferences
Determine key ideas, and themes
Synthesize
Monitor reading for understanding
Reading Comprehension In Historical Texts?
" When students are taught to apply strategies to text, their comprehension of those texts improves, and their ability to transfer these strategies to their comprehension of new texts can also improve" (Buehl, 2011, p. 37)
Focus is on the author and the source of the material
What story is the author trying to tell
Making connections between the relevance of history to their lives
Understanding words that are not current and are metaphorical
Primary source documents are analyzed
Supported through the use of graphic organizers
Students learn through hands on approach and through collaboration
Strategies with text to Support Learning in History?
What is text assessment?

Quantitative
Lexlie Framework and Fry readability
Semantic difficulty and syntactic complexity of the text

Qualitative
Checklist
Comprehensive review of text that examines content, format, utility, and style

Reading Comprehension Strategies to Support Understanding of Historical Text
Knowledge maps
Quick writes
History events charts
Problem-solution graphic organizers
"Reading is a coming together, a compenetration, of a reader and a text” (Moley, Banndre, and George, 2011, p.250)
Works Cited
Applegate, A. , & DeKonty Applegate, M. (2010).
A study of thoughtful literacy and the motivation to read.
The Reading Teacher, 64(4), 226-234.

Brozo, W. , Moorman, G. , Meyer, C. , & Stewart, T. (2013).
Content area reading and disciplinary literacy: A case for the radical center
. Journal of Adolescent & Adult Literacy, 56(5), 353-357.

Buehl, Doug. (2011)
Developing Readers in the Academic Disciplines
. Newark, DE: International Reading Association.

Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "
Apprenticing Adolescent Readers to Academic Literacy.
" Harvard Educational Review 71.1 (2001): 79-130.

Guthrie, J. , & Cox, K. (2001). Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302.

Moley, P.F, Bandré, P.E., & George, J.E. (2011).
Moving beyond readability: Considering choice, motivation, and learner engagement.
Theory into practice, 50: 247-253. DOI: 10.1080/00405841.2011.584036

1. Set a purpose for their reading
2. Determine the key ideas and significant details
3. Break the text into easy to understand parts
4. Use graphic organizers
5. Model passages and then have the students practice with a close reading activity
6. Foster collaboration among students to work together to comprehend the text and answers disciplinary questions
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