Bridging the Gap: How Content Area Teachers Can Promote Critical Readers and Writers Through Disciplinary Literacy in Secondary Education
Year: 2018
Type: article
Abstract: Literacy is a growing concern for educators from secondary education through \ncollege. In the past, literacy has been understood largely as the ability to read and write; \nin other words, it is the ability to decode words fluently and put those words into practice \nin writing. While these abilities are important, they alone cannot account for the complex \nnature of literacy that is across the disciplines. One of the big concerns in education is \npreparing students for the ???real world,??? but most of the writing and reading tasks do not \nallow them to practice real world skills that are inherent in the disciplines. This is \nbecause English teachers usually bear the weight of teaching literacy as simple decoding \nand comprehension skills. We need to shift our focus from a comprehension-based \napproach to literacy to a disciplinary literacy focus where experts in the fields of Science, \nHistory, Mathematics, and English teach students the specialized ways of reading and \nwriting as a Scientist, a Historian, a Mathematician, etc. It is clearly outlined in the \nCommon Core State Standards that each subject is not responsible to teach reading and \nwriting, but they are responsible to teach literacy in their disciplines. This research is just \nbeginning to take flight in secondary education, so this thesis adds to the research and the \nconversation of disciplinary literacy in secondary education.
Author: Froese, Emily Marie
Institution: California State University, Fresno
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7045702262