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The Clearing House: A Journal of Educational Strategies, Issues and Ideas Volume 94, 2021 - Issue 2
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Articles

Literacy across the Disciplines: Development and Validation of an Instrument to Assess Literacy Instruction in Middle and High School Classrooms

W. Ian O’Byrnea Department of Teacher Education, College of Charleston, Charleston, South Carolina, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0307-9538
ORCID Icon,
Rachelle S. Savitzb Education and Human Development, Clemson University, Clemson, South Carolina, USAORCID Iconhttps://orcid.org/0000-0003-0012-0750
ORCID Icon,
Jennifer Morrisonc Instruction and Teacher Education, University ofSouth Carolina, Columbia, South Carolina, USAORCID Iconhttps://orcid.org/0000-0001-9184-3406
ORCID Icon,
Britnie Kaned Zucker Family School of Education, Citadel Military College of South Carolina, Charleston, South Carolina, USAORCID Iconhttps://orcid.org/0000-0002-0180-7557
ORCID Icon,
Todd Lillyc Instruction and Teacher Education, University ofSouth Carolina, Columbia, South Carolina, USA
,
Kavin Michelle Minge Department of Curriculum and Pedagogy, Winthrop University, Rock Hill, South Carolina, USA
&
Charlene Aldrichf Office of Professional Development in Education, College of Charleston, Charleston, South Carolina, USA
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Pages 63-75 | Published online: 16 Dec 2020

Citations (3)

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Read on this site (1)

Rachelle S. Savitz, Hazel Vega Quesada, Mihaela Gazioglu & Shauna Hines-Farmer. (2023) A Geography Teacher’s Approach to Literacy Integration. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 96:1, pages 11-22.
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Articles from other publishers (2)

Rachelle S. Savitz, Jennifer D. Morrison, Christy Brown, Charlene Aldrich, Britnie D. Kane & W. Ian O'Byrne. (2023) Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations. Reading Research Quarterly 59:1, pages 102-123.
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Salika A. Lawrence, Tiffany Labissiere & Katherine De Oliveira. 2022. Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning. Disciplinary Literacy as a Support for Culturally and Linguistically Responsive Teaching and Learning 56 86 .

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