Keyword - Content Area Literacy
Agee, J. (2000). What is effective literature instruction? A study of experienced high school English teachers in differing grade- and ability- level classes. Journal of Literacy Research, 32, 303-348.
Alvermann, D., Young, J., Weaver, D., Hinchman, K., Moore, D., Phelps, S., Thras, E., Zalewski, P. (1996). Middle and high school students’ perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 244-267.
Dillon, D. R., O’Brien, D. G., & Moje, E. B. (1994). Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies. Journal of Research in Science Teaching, 31, 345-362.
Draper, R. J. (2002). Every teacher a literacy teacher? An analysis of the literacy-related messages in secondary methods textbooks. Journal of Literacy Research, 34, 357- 384.
Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59-85.
Hammond, J., & Macken-Horarik, M. (1999). Critical literacy: Challenges and questions for ESL classrooms. TESOL Quarterly, 33, 528-544.
Harmon, J., & Hedrick, W. (2005). Research of vocabulary instruction in the content areas: Implications for struggling readers. Reading and Writing Quarterly, 21, 261-280.
Hobbs, R. & Frost, R. (2003). Illuminating constructivism: Structure, discourse, and subjectivity in a middle school classroom. Reading Research Quarterly, 37, 278- 308.
Hynd, C. R. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent and Adult Literacy, 42, 428-436.
Ivey, G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350-377.
Kucan, L., & Beck, I. L. (2003). Inviting students to talk about expository texts: A comparison of two discourse environments and their effects on comprehension. Reading Research and Instruction, 42, 1-29.
Moje, E. B., & Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38- 70.
Mosborg, S. (2002). Speaking of history: How adolescents use their knowledge in reading the daily news, Cognition and Instruction, 20, 323-358.
Paterson, P.O. (2000). The role of text in peer- led literature circles in the secondary classroom. In T. Shanahan & F.V. Rodriguez-Brown (Eds.), Forty-ninth yearbook of the National Reading Conference (pp. 235-251). Chicago: National Reading Conference.
Sturtevant, E. G., & Linek, W. M. (2003). The instructional beliefs and decisions of middle and secondary teachers who successfully blend literacy and content. Reading Research and Instruction, 41, 74-89.
Short, D. (1994). Expanding middle school horizons: Integrating language, culture, and social studies. TESOL Quarterly, 28, 581-608.
Thomas, H. K. (1999). The social construction of literacy in a high school biology class. In T. Shanahan & F. Rodriguez-Brown (Eds.), Forty-eighth yearbook of the National Reading Conference Yearbook (pp. 317-328). Chicago: National Reading Conference.
Young, K. M., & Leinhardt, G. (1998). Writing from primary documents: A way of knowing in history. Written Communication, 15, 25-68.