1,072
Views
2
CrossRef citations to date
0
Altmetric
Articles

Eliciting Preservice Teachers’ Reading Strategies Through Structured Literacy Activities

ORCID Icon & ORCID Icon

References

  • Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117, 288–318. doi:10.1037/0096-3445.117.3.288
  • Alliance for Excellent Education. (2006). Adolescent literacy. Fact sheet. New York: Carnegie Corporation of New York.
  • Alvermann, D. (2007). Multiliterate youth in the time of scientific reading instruction. In K. Beers, R. E. Probst, & L. Reif (Eds.), Adolescent literacy: Turning promise into practice (pp. 19–26). Portsmouth, NH: Heinemann.
  • Bain, R. B., & Moje, E. B. (2012). Mapping the teacher education terrain for novices. Phi Delta Kappan, 93(5), 62–65. doi:10.1177/003172171209300514
  • Balfanz, R., McPartland, J., & Shaw, A. (2002). Re-conceptualizing extra help for high school students in a high standards era. Journal for Vocational Special Needs Education, 25(1), 24–41.
  • Ball, D., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. doi:10.1177/0022487109348479
  • Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. doi:10.1177/0022487108324554
  • Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on the teaching and learning of mathematics (pp. 83–104). Westport, CT: Ablex Publishing.
  • Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Horizon Research, Inc. (NJ1).
  • Bell, P., Bricker, L., Tzou, C., Lee, T., & Van Horne, K. (2012). Exploring the science framework: Engaging learners in scientific practices related to obtaining, evaluating, and communicating information. Science Scope, 36(3), 17.
  • Biancarosa, G., & Snow, C. E. (2004). Reading next: A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
  • Brown, A. L., Palincsar, A. S., & Armbruster, B. B. (1984). Instructing comprehension-fostering activities in interactive learning situations. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 255–286). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York: Carnegie Corporation of New York.
  • Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill Book Company.
  • Cohen, D. K., & Ball, D. L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 249–256. doi:10.3102/01623737012003331
  • Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.). (2014). Handbook of research on new literacies. New York, NY: Routledge.
  • Council of Chief State School Officers. (2010). The common core state standards for literacy in science and technical subjects. Washington, DC: National Governors Association.
  • Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 102(3), 687. doi:10.1037/a0019452
  • Daneman, M. (1996). Individual differences in reading skills. In M. Kamil, M. R. Barr, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 512–538). New York, NY: Routledge.
  • DiGisi, L. L., & Willett, J. B. (1995). What high school biology teachers say about their textbooks’ use: A descriptive study. Journal of Research in Science Teaching, 32, 123–142. doi:10.1002/tea.3660320204
  • Dole, J. A., Duffy, G., Roehler, L. R., & Pearson, P. D. P. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239–264. doi:10.3102/00346543061002239
  • Edelson, D. C., Schwille, K., Bruozas, M., Lach, M., Taber, M., Gordin, D., & Tarnoff, A. (2005). Investigations in environmental science: A case-based approach to the study of environmental systems. Armonk, NY: It’s About Time.
  • Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
  • Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53(7), 587–597. doi:10.1598/JAAL.53.7.6
  • Gillis, V. R. (2014). Disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(8), 614–623. doi:10.1002/jaal.301
  • Gillis, V. R., Boggs, G., & Alvermann, D. E. (2017). Content area reading and literacy: Succeeding in today’s diverse classrooms (8th ed.). Boston, MA: Pearson.
  • Goldman, S. R., & Bisanz, G. L. (2002). Toward a functional analysis of scientific genres: Implications for understanding and learning processes. In J. Otero, J. Leon, & A. Graesser (Eds.), The Psychology of science text comprehension (pp. 19–50). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Gomez, L. M., & Gomez, K. (2007). Reading for learning: Literacy supports for 21st-century work. Phi Delta Kappan, 89(3), 224–228. doi:10.1177/003172170708900313
  • Gottfried, S. S., & Kyle, W. C., Jr. (1992). Textbook use and the biology education desired state. Journal of Research in Science Teaching, 29, 35–49. doi:10.1002/(ISSN)1098-2736
  • Greenleaf, C. (1994). Technological indeterminacy: The role of classroom writing practices and pedagogy in shaping student use of the computer. Written Communication, 11(1), 85–130. doi:10.1177/0741088394011001005
  • Hand, B. M., Alvermann, D. E., Gee, J., Guzzetti, B. J., Norris, S. P., Phillips, L. M., … Yore, L. D. (2003). Message from the “Island Group”: What is literacy in science literacy. Journal of Research in Science Teaching, 40, 607–615. doi:10.1002/tea.10101
  • Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.
  • Ippolito, J., Steele, J. L., & Samson, J. F. (2008). Introduction: Why adolescent literacy matters now. Harvard Educational Review, 78(1), 1–6.
  • Lee, C., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York: Carnegie Corporation of New York.
  • Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. Theoretical Models and Processes of Reading, 5(1), 1570–1613.
  • Mawyer, K. K. N., & Johnson, H. J. (2017). A lesson to unlock preservice science teachers’ expert reading strategies. Innovations in Science Education, 2(3).
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: SAGE Publications.
  • Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107. doi:10.1598/JAAL.52.2.1
  • Mora, C., Frazier, A. G., Longman, R. J., Dacks, R. S., Walton, M. M., Tong, E. J., & Giambelluca, T. W. (2013). The projected timing of climate departure from recent variability. Nature, 502(7470), 183–187. doi:10.1038/nature12540
  • National Assessment of Educational Progress. (2016). The nation’s report card. Washington, DC: US Dept. of Education, Institute of Education Sciences.
  • National Center for Education Statistics. (2003). The nation’s report card: Trial urban district reading 2003 snapshot reports (Publication No. NCES 2004453). Washington, DC: U.S. Government Printing Office.
  • National Center for Education Statistics. (2005). Adolescent literacy fact sheet. Washington, DC: U.S. Government Printing Office.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
  • New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. doi:10.17763/haer.66.1.17370n67v22j160u
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
  • Norris, S. P., Macnab, J. S., Wonham, M., & De Vries, G. (2009). West Nile virus: Using adapted primary literature in mathematical biology to teach scientific and mathematical reasoning in high school. Research in Science Education, 39(3), 321–329. doi:10.1007/s11165-008-9112-y
  • Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Eduction, 87(2), 224–240. doi:10.1002/sce.10066
  • O’Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30(3), 442–463. doi:10.2307/747625
  • Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. Science, 328(5977), 459–463. doi:10.1126/science.1182595
  • Pearson, P. D., Roehler, L. R., Dole, J. A., & Duffy, G. G. (1992). What research has to say about reading instruction. In S. J. Samuels & A. E. Farstrup (Eds.), Developing expertise in reading comprehension (pp. 154–169). Newark, DE: International Reading Association.
  • Perfetti, C. A. (1985). Reading skills. Psychiatry, 50, 1125–1129.
  • Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research: Process, context, and self-study. New York, NY: Routledge.
  • Phillips, L. M., & Norris, S. P. (2009). Bridging the gap between the language of science and the language of school science through the use of adapted primary literature. Research in Science Education, 39(3), 313–319. doi:10.1007/s11165-008-9111-z
  • Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A. (1989). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3–32. doi:10.1086/461599
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. doi:10.17763/haer.78.1.v62444321p602101
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. doi:10.3102/0013189X015002004
  • Shymansky, J. A., Yore, L. D., & Good, R. (1991). Elementary school teachers’ beliefs about and perceptions of elementary school science, science reading, science textbooks and supportive instructional factors. Journal of Research in Science Teaching, 28, 437–454. doi:10.1002/(ISSN)1098-2736
  • Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: Rand Corporation.
  • Street, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. London, UK: Longman.
  • Tenopir, C., & King, D. W. (2004). Communication patterns of engineers. Hoboken, NY: Wiley.
  • van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244–276. doi:10.1016/j.tate.2006.11.005
  • Warschauer, M., & Ware, M. (2008). Learning, change, and power: Competing discourses of technology and literacy. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 215–240). New York, NY: Lawrence Erlbaum Associates.
  • Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Philadelphia, PA: Open University Press.
  • Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903. doi:10.1002/sce.v96.5
  • Yarden, A., Norris, S. P., & Phillips, L. M. (2015). Adapted primary literature: The use of authentic scientific texts in secondary schools. New York, NY: Springer.
  • Yore, L. D. (1991). Secondary science teachers’ attitudes toward and beliefs about science reading and science textbooks. Journal of Research in Science Teaching, 28(1), 55–72. doi:10.1002/(ISSN)1098-2736
  • Yore, L. D. (2000). Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities. Journal of Deaf Studies and Deaf Education, 5(1), 105–122. doi:10.1093/deafed/5.1.105
  • Yore, L. D. (2004). Why do future scientists need to study the language arts? In E. W. Saul (Ed.), Crossing Borders in literacy and science instruction: Perspectives on theory and practices (pp. 7–94). Newark, DE: International Reading Association.
  • Yore, L. D., & Shymansky, J. A. (1991). Reading in science: Developing an operational conception to guide instruction. Journal of Science Teacher Education, 1(2), 29–36. doi:10.1007/BF02962849

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.