Content Area Reading and Disciplinary Literacy: A Case for The Radical Center

Brozo, William G.; Moorman, Gary B.; Meyer, Carla K.; Stewart, Trevor Thomas

doi:10.1002/jaal.153

Cited by 71 publications

(65 citation statements)

References 9 publications

(13 reference statements)

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“…In sum, theorists and researchers have presented a seeming dichotomy between teaching generic comprehension strategies and teaching discipline-specific practices (Brozo, Moorman, Meyer, & Stewart, 2013), such as engineering design processes. To investigate whether this dichotomy appeared in the discipline of engineering, we sought to determine whether and how students' application of comprehension strategies shared common ground with their application of engineering design processes.…”

Section: Abstract: Engineering Education Literacy Instruction Enginmentioning

confidence: 99%

“…We situate this study in the context of the larger debate between proponents of content area literacy and proponents of disciplinary literacy (Brozo et al, 2013). Proponents of content area literacy (e.g., Fagella-Luby, Graner, Deschler, & Drew, 2012;Heller, 2010) have asserted that students should receive instruction on comprehension strategies across academic disciplines.…”

Section: Related Literaturementioning

confidence: 99%

“…Although the dichotomy between content area literacy and disciplinary literacy remains prevalent in the literature (e.g., Fang & Coatam, 2013;Shanahan, 2012), several scholars (e.g., Brozo et al, 2013) have questioned the so-called ''literacy-content divide,'' arguing instead that content area literacy instruction and disciplinary literacy instruction are complementary rather than competing approaches. According to this latter body of thought, generic comprehension strategies-such as inferring, predicting, and summarizing-can build students' proficiency with authentic disciplinary practices, such as scientific inquiry, mathematical problem solving, and (presumably) engineering design.…”

Section: Related Literaturementioning

confidence: 99%

“…In order to achieve viable designs, engineers enact a series of design processes (Atman et al, 2007). Though these processes have been defined in different ways (Mehalik & Schunn, 2006), they typically include defining the problem, developing and evaluating solutions, and realizing solutions (Atman et al, 2007).In sum, theorists and researchers have presented a seeming dichotomy between teaching generic comprehension strategies and teaching discipline-specific practices (Brozo, Moorman, Meyer, & Stewart, 2013), such as engineering design processes. To investigate whether this dichotomy appeared in the discipline of engineering, we sought to determine whether and how students' application of comprehension strategies shared common ground with their application of engineering design processes.…”

mentioning

confidence: 99%

“…In contrast, proponents of disciplinary literacy (e.g., Moje, 2008;Shanahan & Shanahan, 2008) have asserted that discipline-specific practices, and not generic comprehension strategies, should be foregrounded in teachers' instruction. One end goal of this second type of literacy instruction is to use the creation and production of texts to build students' proficiency with discipline-specific practices, such as engineering design.Although the dichotomy between content area literacy and disciplinary literacy remains prevalent in the literature (e.g., Fang & Coatam, 2013;Shanahan, 2012), several scholars (e.g., Brozo et al, 2013) have questioned the so-called ''literacy-content divide,'' arguing instead that content area literacy instruction and disciplinary literacy instruction are complementary rather than competing approaches. According to this latter body of thought, generic comprehension strategies-such as inferring, predicting, and summarizing-can build students' proficiency with authentic disciplinary practices, such as scientific inquiry, mathematical problem solving, and (presumably) engineering design.…”

mentioning

confidence: 99%

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Reading and Engineering: Elementary Students’ Co-Application of Comprehension Strategies and Engineering Design Processes

Wilson‐Lopez¹,

Gregory²,

Larsen³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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For decades, researchers have asserted that K-12 teachers should embed reading comprehension instruction within each academic discipline, including ''technical subjects'' such as engineering. Recently, this assertion has become a source of controversy among researchers and practitioners who believe that time spent on teaching reading comprehension strategies may detract from time spent on more authentic activities such as engineering design. The purpose of this exploratory study was to investigate whether and how elementary students' applications of comprehension strategies overlapped with their application of engineering design processes. The authors provided comprehension strategy instruction to 57 third-and fifth-grade students as they read texts describing problems that could be solved through engineering. The authors used constant comparative methods to analyze students' comments from small-group and whole-class discussions about the texts. A former reading teacher with a PhD in literacy education identified students' application of reading comprehension strategies, while a former engineer with a PhD in engineering education identified their application of engineering design processes. The analysis indicated that 80.5% of comments that were coded as ''comprehension strategy'' were also coded as ''engineering design process.'' Particular comprehension strategies tended to co-occur with particular engineering design processes. This study challenges the assumption that time spent in applying comprehension strategies detracts from time spent in learning engineering design. Elementary students' application of comprehension strategies occurred in conjunction with their application of engineering design processes, suggesting that comprehension strategy instruction and engineering design instruction can be conceptualized as complementary rather than competing. Keywords: engineering education, literacy instruction, engineering designIn 1925, William Gray famously stated that every teacher is a teacher of reading (Moore, Readence, & Rickleman, 1983). He asserted that reading is necessary to learning in every academic discipline, and consequently all K-12 teachers are responsible for providing comprehension instruction on texts. Since that time, scores of books and articles have addressed the topic of content area literacy instruction, culminating in the publication of the national Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010), which affirmed that teachers in ''scientific and technical subjects'' should provide comprehension instruction within their respective disciplines. Numerous researchers (Alvermann, Swafford, & Montero, 2003;Shanahan & Shanahan, 2014) have asserted that this type of embedded comprehension instruction should start within each academic discipline while students are still in elementary school. In other words, comprehension instruction should not be reserved for elementary teachers' daily literacy block...

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Section: Abstract: Engineering Education Literacy Instruction Enginmentioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Reading and Engineering: Elementary Students’ Co-Application of Comprehension Strategies and Engineering Design Processes

Wilson‐Lopez¹,

Gregory²,

Larsen³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Leveraging Literacy

Berson¹,

Berson²,

Dennis³

et al. 2017

The Wiley Handbook of Social Studies Research

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Writing “Voiced” Arguments About Science Topics

Monahan¹

2013

J Adolescent & Adult Lit

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This teacher‐research study responds to the Common Core State Standards (CCSS) call for an integrated model of literacy that simultaneously builds deep content knowledge and develops students' proficiency in writing arguments in science. The author notes that while argument is a cornerstone of the CCSS writing standards, little attention is paid to the issue of “voice.” Asserting that voice is often what makes arguments compelling, the author urges teachers to engage students in the formal study of “voice” while teaching opinion/argumentative writing. The author describes a “science sleuth” simulation unit she implemented to help students perform the production strategies necessary for composing “voiced” scientific arguments. Using grounded theory methodology, the author presents student writing samples to spotlight the challenges, benefits and potential pitfalls of encouraging sixth graders to write scientific arguments with voice—authority, conviction, commitment, and a command of the subject matter.

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Content Area Reading and Disciplinary Literacy: A Case for The Radical Center

Cited by 71 publications

References 9 publications

Reading and Engineering: Elementary Students’ Co-Application of Comprehension Strategies and Engineering Design Processes

Reading and Engineering: Elementary Students’ Co-Application of Comprehension Strategies and Engineering Design Processes

Leveraging Literacy

Writing “Voiced” Arguments About Science Topics

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