Disciplinary Literacy and Learning From Text: Now You See It, Now You Don’t

Session Type: Symposium

Abstract

As concern about the reading abilities of adolescents has gained traction, so has particular interest in how students learn and build disciplinary knowledge from text. This session examines disciplinary literacy instruction in the context of typical urban middle and high schools in which extensive professional development, specialized curriculum materials, or supplemental resources are not provided. Additionally, we explore disciplinary literacy practices across subject areas and across a range of students from diverse backgrounds. Taken together, these papers provide a reality check on theoretical and experimental recommendations, and a base upon which to build “desirable and feasible” next steps for enacting disciplinary literacy and learning from text.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Sheila Valencia, University of Washington

Papers

• Disciplinary Literacies Across the School Day - Carol Margaret Adams, University of Washington

• Identifying and Constructing Struggling Readers: The Powerful Interaction of Social and Instructional Contexts Across Secondary Classroom Spaces - Julie E. Learned, University at Albany - SUNY

• Opportunities and Challenges for Accessing Disciplinary Literacy Learning for Bilingual Middle School Students - Susanna Eng, University of Washington - Seattle

• Taking Up Literacy in Advanced Placement Environmental Science - Sara Nachtigal, University of Washington - Seattle

Discussants

• Cynthia L. Greenleaf, WestEd

• Sheila Valencia, University of Washington