The following list of articles are a result of searching EBSCO's ERIC and Education Full-Text as well as searching educational websites using Google, and searching Google Scholar. Some articles may be geared towards teaching in elementary education but it may be possible to adapt some ideas to the college level.
Here are some examples of the search strategies used to find the following articles:
disciplinary literacy geography, teaching reading geography, teaching reading strategies geography
Foster, Ellen J. "Finding Geography Using Found Poetry." Geography Teacher 9.1 (2012): 26-29. ERIC. Web. 15 May
Abstract: Functional literacy is important in both English/language arts and geography. Using the "found poetry" strategy, students will summarize a piece of text, identify main ideas and find geographic connections. While using young adult literature is a great way to incorporate geography into English/language arts classroom, understanding of geography and geographic themes may be better demonstrated by analyzing and interpreting nonfiction. By using nonfiction readings to supplement the textbook in the secondary geography classroom, the teachers not only encourage the growth of geographic skills but many English/language arts skills as well. Exposure to quality, creative, nonfiction writing expands students' understandings of cultures and in turn, helps dispel myths and stereotypes. Newspapers, magazines, and radio/Internet news sources make for great reading and are wonderful ways to incorporate current events into the classroom. This article presents a lesson which is a geography adaptation of "Found and Headline Poetry." Using quality, short, non-fiction readings, students expand their knowledge and understanding of geographic concepts to create unique poems using quotes from the article. Greater interaction with an article may help struggling readers to establish language fluency and increase understanding of key geographic vocabulary. This lesson is designed for the grades 6-12 geography/social studies and English/language arts classroom.
Johnson, Holly et al. "What It Is They Do: Differentiating Knowledge And Literacy Practices Across Content
Disciplines." Journal Of Adolescent & Adult Literacy 55.2 (2011): 100-109. Education Full Text (H.W. Wilson).
Web. 15 May 2015.
Abstract: A case study is presented in which the authors examine the content area literacy skills needed for the fields of geography and mathematics. According to the author, the focus of the study is to inform teacher educators on various elements of disciplinary literacy and examine how inquiry learning and pattern identification influence both fields of study. Content area texts and jargon are also discussed along with appropriate approaches to instruction within each subject.
Mastropieri, Margo A., Thomas E. Scruggs, and Janet E. Graetz. "Reading Comprehension Instruction For Secondary
Students: Challenges For Struggling Students And Teachers." Learning Disability Quarterly 26.2 (2003): 103-16.
ERIC. Web. 21 May 2015.
Abstract: Specific difficulties for the secondary student with reading difficulties are described, followed by a literature review of most promising practices, including peer tutoring that incorporates comprehension strategy instruction and elaborative strategies in history and science classes. Research using "Inspiration" software to generate spatially organized graphic organizers is presented.
Full article is available through ERIC in EBSCO
Nathanson, Steven. "Harnessing The Power Of Story: Using Narrative Reading And Writing Across Content Areas."
Reading Horizons 47.1 (2006): 1-26. ERIC. Web. 21 May 2015.
Abstract: This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader's attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T. Willingham are discussed. The effectiveness of stories is further supported by a review of research from diverse fields, including cognitive psychology, social and physical sciences, education, and communication. Suggestions and strategies for the use of narrative materials in content area settings beyond the elementary classroom are also provided.
Wilson, Cathy R., and Carol Hammill. "Inferencing And Comprehension In Ninth Graders Reading Geography
Textbooks." Journal Of Reading 25.5 (1982): 424-28. ERIC. Web. 15 May 2015.
Abstract: Reports on a study in which ninth-grade students of differing reading ability were asked to paraphrase a section of text. Indicates that a major difference among reader ability groups was in the number of inferences they made in the paraphrasing task.
Zywica, Jolene and Kimberley Gomez. "Annotating To Support Learning In The Content Areas: Teaching And
Learning Science." Journal Of Adolescent & Adult Literacy 52.2 (2008): 155-164. Education Full Text (H.W.
Wilson). Web. 21 May 2015.
This article suggests that the use of annotation in literacy education will help students to read more effectively, learn content area topics, and compete in a global market. The article explores ways to correct a students' failure to acquire reading-to-learn skills and describes how classroom teachers can use annotation to help students become better readers, increase their reading scores, and improve their content understanding. Also discussed are the instructional routines found in the Adolescent Literacy Support Project.
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