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<\/i> (5th ed., pp. 33-68). Newark, DE: International Reading Association, Inc.<\/p>\r\n
Butler, S., Urrutia, K., Buenger, A., & Hunt, M. (Eds.). (2010). A review of the current research on comprehension instruction <\/i>(Contract No. ED-08-CO0123). National Reading Technical Assistance Center, RMC Research Corporation. Retrieved from U.S. Department of Education\u00a0http:\/\/www2.ed.gov\/programs\/readingfirst\/support\/compfinal.pdf<\/a><\/p>\r\n 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<\/i>, 93-105. doi:10.1177\/135918359600100105<\/a><\/p>\r\n Draper, R. J., Broomhead, P., Jensen, A. P., Nokes, J. D., & Siebert, D. (Eds.). (2010). Reimagining content area literacy instruction<\/i>. New York, NY: Teachers College Press.<\/p>\r\n 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<\/i>, 2-21. Retrieved from http:\/\/www.academia.edu\/3098949\/Teaching_about_Race_in_an_Urban_History_Class_The_Effects_of_Culturally_Responsive_Teaching<\/a><\/p>\r\n Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice<\/i> (2nd ed.). New York, NY: Teachers College Press.<\/p>\r\n Graham, S. (2009-2010, Winter). Want to improve children\u2019s writing? Don\u2019t neglect their handwriting. American Educator<\/i>, 33<\/i>(4), <\/i>20-27, 40. Retrieved from http:\/\/www.aft.org\/sites\/default\/files\/periodicals\/graham.pdf<\/a><\/p>\r\n Heller, R. (2010). In praise of amateurism: A friendly critique of Moje\u2019s \u201cCall for change\u201d in secondary literacy. Journal of Adolescent & Adult Literacy, 54<\/i>, 267-273. doi:10.1598\/JAAL.54.4.4<\/a><\/p>\r\n Hicks, T., & Steffel, S. (2012). Learning with text in English language arts. In T. L. Jetton & C.\u00a0Shanahan (Eds.),\u00a0Adolescent literacy in the academic disciplines: General principles and\u00a0<\/i>practical strategies\u00a0<\/i>(pp. 120-153). New York, NY: The Guilford Press.<\/p>\r\n Jetton, T. L., & Shanahan, C. (Eds.). (2012). Adolescent literacy in the academic disciplines: General principles and practical strategies<\/i>. New York, NY: The Guilford Press.<\/p>\r\n Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children<\/i>. San Francisco, CA: Jossey-Bass.<\/p>\r\n Lortie, D. (1975). Schoolteacher: A sociological study<\/i>. Chicago, IL: The University of Chicago Press.<\/p>\r\n McConachie, S. M., & Petrosky, A. R. (2010). Content matters<\/i>. San Francisco, CA: Jossey-Bass.<\/p>\r\n 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<\/i>, 1-44. doi:10.3102\/0091732X07300046001<\/a><\/p>\r\n Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52<\/i>, 96-107. doi:10.1598\/JAAL.52.2.1<\/a><\/p>\r\n Moje, E. (2010). Response: Heller\u2019s \u201cIn praise of amateurism: A friendly critique of Moje\u2019s call for change in secondary literacy.\u201d Journal of Adolescent & Adult Literacy, 54<\/i>, 275-278. doi:10.1598\/JAAL.54.4.4<\/a><\/p>\r\n 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<\/i> (pp. 321\u2013350). New York, NY: Guilford.<\/p>\r\n 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 I<\/i>nto<\/i> Practice, 31<\/i>, 132-141. doi:10.1080\/00405849209543534<\/a><\/p>\r\n 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 <\/i>(pp. 227-266). New York, NY: The Guilford Press.<\/p>\r\n National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). <\/i>Common core state standards for English language arts & literacy in history\/social studies, science, and technical subjects<\/i>. Washington DC: author. Retrieved from http:\/\/www.corestandards.org\/wp-content\/uploads\/ELA_Standards.pdf<\/a><\/p>\r\n 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.<\/em> (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<\/a><\/p>\r\n O\u2019Brien, 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<\/i>, 442-463. doi:10.2307\/747625<\/a><\/p>\r\n Perfetti, C. A. (1985). Reading ability<\/i>. New York, NY: Oxford University.<\/p>\r\n 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 <\/i>(Vol. III, pp. 545-561). New York, NY: Routledge.<\/p>\r\n 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<\/i>, 181-203. doi:10.1177\/0895904807311291<\/a><\/p>\r\n 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<\/i> (pp. 154-171). New York, NY: The Guilford Press.<\/p>\r\n Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78<\/i>, 40-59. doi:10.17763\/haer.78.1.v62444321p602101<\/a><\/p>\r\n Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32<\/i>, 7-18. doi:10.1097\/tld.0b013e318244557a<\/a><\/p>\r\n Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43<\/i>, 393-429. doi:10.1177\/1086296X11424071<\/a><\/p>\r\n 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<\/i> (pp. 172-198). New York, NY: The Guilford Press.<\/p>\r\n Strangman, N., Vue, G., Hall, T., & Meyer, A. (2003). Graphic organizers and the implications for universal design for learning<\/i>. <\/i>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<\/p>\r\n The IRIS Center. (2015).\u00a0Secondary reading instruction (part 1): Teaching vocabulary and comprehension in the content areas<\/i>. Retrieved from\u00a0http:\/\/iris.peabody.vanderbilt.edu\/module\/sec-rdng\/<\/a><\/p>\r\n 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<\/i> (pp. 199-226). New York, NY: The Guilford Press.<\/p>","rendered":" 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<\/i> (5th ed., pp. 33-68). Newark, DE: International Reading Association, Inc.<\/p>\n Butler, S., Urrutia, K., Buenger, A., & Hunt, M. (Eds.). (2010). A review of the current research on comprehension instruction <\/i>(Contract No. ED-08-CO0123). National Reading Technical Assistance Center, RMC Research Corporation. Retrieved from U.S. Department of Education\u00a0http:\/\/www2.ed.gov\/programs\/readingfirst\/support\/compfinal.pdf<\/a><\/p>\n 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<\/i>, 93-105. doi:10.1177\/135918359600100105<\/a><\/p>\n Draper, R. J., Broomhead, P., Jensen, A. P., Nokes, J. D., & Siebert, D. (Eds.). (2010). Reimagining content area literacy instruction<\/i>. New York, NY: Teachers College Press.<\/p>\n 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<\/i>, 2-21. Retrieved from http:\/\/www.academia.edu\/3098949\/Teaching_about_Race_in_an_Urban_History_Class_The_Effects_of_Culturally_Responsive_Teaching<\/a><\/p>\n Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice<\/i> (2nd ed.). New York, NY: Teachers College Press.<\/p>\n Graham, S. (2009-2010, Winter). Want to improve children\u2019s writing? Don\u2019t neglect their handwriting. American Educator<\/i>, 33<\/i>(4), <\/i>20-27, 40. Retrieved from http:\/\/www.aft.org\/sites\/default\/files\/periodicals\/graham.pdf<\/a><\/p>\n Heller, R. (2010). In praise of amateurism: A friendly critique of Moje\u2019s \u201cCall for change\u201d in secondary literacy. Journal of Adolescent & Adult Literacy, 54<\/i>, 267-273. doi:10.1598\/JAAL.54.4.4<\/a><\/p>\n Hicks, T., & Steffel, S. (2012). Learning with text in English language arts. In T. L. Jetton & C.\u00a0Shanahan (Eds.),\u00a0Adolescent literacy in the academic disciplines: General principles and\u00a0<\/i>practical strategies\u00a0<\/i>(pp. 120-153). New York, NY: The Guilford Press.<\/p>\n Jetton, T. L., & Shanahan, C. (Eds.). (2012). Adolescent literacy in the academic disciplines: General principles and practical strategies<\/i>. New York, NY: The Guilford Press.<\/p>\n Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children<\/i>. San Francisco, CA: Jossey-Bass.<\/p>\n Lortie, D. (1975). Schoolteacher: A sociological study<\/i>. Chicago, IL: The University of Chicago Press.<\/p>\n McConachie, S. M., & Petrosky, A. R. (2010). Content matters<\/i>. San Francisco, CA: Jossey-Bass.<\/p>\n 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<\/i>, 1-44. doi:10.3102\/0091732X07300046001<\/a><\/p>\n Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52<\/i>, 96-107. doi:10.1598\/JAAL.52.2.1<\/a><\/p>\n Moje, E. (2010). Response: Heller\u2019s \u201cIn praise of amateurism: A friendly critique of Moje\u2019s call for change in secondary literacy.\u201d Journal of Adolescent & Adult Literacy, 54<\/i>, 275-278. doi:10.1598\/JAAL.54.4.4<\/a><\/p>\n 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<\/i> (pp. 321\u2013350). New York, NY: Guilford.<\/p>\n 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 I<\/i>nto<\/i> Practice, 31<\/i>, 132-141. doi:10.1080\/00405849209543534<\/a><\/p>\n 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 <\/i>(pp. 227-266). New York, NY: The Guilford Press.<\/p>\n National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). <\/i>Common core state standards for English language arts & literacy in history\/social studies, science, and technical subjects<\/i>. Washington DC: author. Retrieved from http:\/\/www.corestandards.org\/wp-content\/uploads\/ELA_Standards.pdf<\/a><\/p>\n 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.<\/em> (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<\/a><\/p>\n O\u2019Brien, 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<\/i>, 442-463. doi:10.2307\/747625<\/a><\/p>\n Perfetti, C. A. (1985). Reading ability<\/i>. New York, NY: Oxford University.<\/p>\n 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 <\/i>(Vol. III, pp. 545-561). New York, NY: Routledge.<\/p>\n 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<\/i>, 181-203. doi:10.1177\/0895904807311291<\/a><\/p>\n 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<\/i> (pp. 154-171). New York, NY: The Guilford Press.<\/p>\n Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78<\/i>, 40-59. doi:10.17763\/haer.78.1.v62444321p602101<\/a><\/p>\n Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in Language Disorders, 32<\/i>, 7-18. doi:10.1097\/tld.0b013e318244557a<\/a><\/p>\n Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43<\/i>, 393-429. doi:10.1177\/1086296X11424071<\/a><\/p>\n 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<\/i> (pp. 172-198). New York, NY: The Guilford Press.<\/p>\n Strangman, N., Vue, G., Hall, T., & Meyer, A. (2003). Graphic organizers and the implications for universal design for learning<\/i>. <\/i>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<\/p>\n