Alexander, P. A., & Fox, E. (2004). A historical perspective on reading research and practice. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 33-68). Newark, DE: International Reading Association, Inc.
Butler, S., Urrutia, K., Buenger, A., & Hunt, M. (Eds.). (2010). A review of the current research on comprehension instruction (Contract No. ED-08-CO0123). National Reading Technical Assistance Center, RMC Research Corporation. Retrieved from U.S. Department of Education http://www2.ed.gov/programs/readingfirst/support/compfinal.pdf
Campbell, C. (1996). The meaning of objects and the meaning of actions: A critical note on the sociology of consumption and theories of clothing. Journal of Material Culture, 1, 93-105. doi:10.1177/135918359600100105
Draper, R. J., Broomhead, P., Jensen, A. P., Nokes, J. D., & Siebert, D. (Eds.). (2010). Reimagining content area literacy instruction. New York, NY: Teachers College Press.
Epstein, T., Mayorga, E., & Nelson, J. (2011). Teaching about race in an urban history class: The effects of culturally responsive teaching. The Journal of Social Studies Research, 35, 2-21. Retrieved from http://www.academia.edu/3098949/Teaching_about_Race_in_an_Urban_History_Class_The_Effects_of_Culturally_Responsive_Teaching
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
Graham, S. (2009-2010, Winter). Want to improve children’s writing? Don’t neglect their handwriting. American Educator, 33(4), 20-27, 40. Retrieved from http://www.aft.org/sites/default/files/periodicals/graham.pdf
Heller, R. (2010). In praise of amateurism: A friendly critique of Moje’s “Call for change” in secondary literacy. Journal of Adolescent & Adult Literacy, 54, 267-273. doi:10.1598/JAAL.54.4.4
Hicks, T., & Steffel, S. (2012). Learning with text in English language arts. In T. L. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 120-153). New York, NY: The Guilford Press.
Jetton, T. L., & Shanahan, C. (Eds.). (2012). Adolescent literacy in the academic disciplines: General principles and practical strategies. New York, NY: The Guilford Press.
Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
McConachie, S. M., & Petrosky, A. R. (2010). Content matters. San Francisco, CA: Jossey-Bass.
Moje, E. B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of Research in Education, 31, 1-44. doi:10.3102/0091732X07300046001
Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52, 96-107. doi:10.1598/JAAL.52.2.1
Moje, E. (2010). Response: Heller’s “In praise of amateurism: A friendly critique of Moje’s call for change in secondary literacy.” Journal of Adolescent & Adult Literacy, 54, 275-278. doi:10.1598/JAAL.54.4.4
Moje, E. B., & Hinchman, K. (2004). Culturally responsive practices for youth literacy learning. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 321–350). New York, NY: Guilford.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141. doi:10.1080/00405849209543534
Moxley, K. (with Batcheller, J., Burditt, L., Gamble, S. Gumm, A. J., Paas, J., & Thurston, J.) (2012). Learning with text in the arts. In T. L. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 227-266). New York, NY: The Guilford Press.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington DC: author. Retrieved from http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf
O’Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into secondary school: Complexities of curriculum, pedagogy, and school culture. Reading Research Quarterly, 30, 442-463. doi:10.2307/747625
Perfetti, C. A. (1985). Reading ability. New York, NY: Oxford University.
Pressley, M. (2000). What should comprehension be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 545-561). New York, NY: Routledge.
Schoen, L. T., & Fusarelli, L. D. (2008). Innovation, NCLB, and the fear factor the challenge of leading 21st-century schools in an era of accountability. Educational Policy, 22, 181-203. doi:10.1177/0895904807311291
Shanahan, C. (2012). Learning with text in science. In T. L. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 154-171). New York, NY: The Guilford Press.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78, 40-59. doi:10.17763/haer.78.1.v62444321p602101
Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32, 7-18. doi:10.1097/tld.0b013e318244557a
Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43, 393-429. doi:10.1177/1086296X11424071
Siebert, D., & Draper, R. J. (2012). Reconceptualizing literacy and instruction for mathematics classrooms. In T. L. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 172-198). New York, NY: The Guilford Press.
Strangman, N., Vue, G., Hall, T., & Meyer, A. (2003). Graphic organizers and the implications for universal design for learning. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved from http://aem.cast.org/about/publications/2003/ncac-graphic-organizers-udl.html
The IRIS Center. (2015). Secondary reading instruction (part 1): Teaching vocabulary and comprehension in the content areas. Retrieved from http://iris.peabody.vanderbilt.edu/module/sec-rdng/
VanSledright, B. (2012). Learning with texts in history: Protocols for reading and practical strategies. In T. L. Jetton & C. Shanahan (Eds.), Adolescent literacy in the academic disciplines: General principles and practical strategies (pp. 199-226). New York, NY: The Guilford Press.