"Why Do You Think That?" Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts

被引：0

作者：

Burke, Patrick ^{[1
]}

Kennedy, Eithne ^{[1
]}

机构：

[1] Dublin City Univ, Inst Educ, Sch Language Literacy & Early Childhood Educ, Dublin, Ireland

来源：

READING TEACHER | 2024年 / 77卷 / 05期

关键词：

disciplinary literacy; curriculum integration; literacy integration; content-area literacy; engagement; critical thinking; multiple-text comprehension; INSTRUCTION; MOTIVATION; KNOWLEDGE; TEXTS;

D O I：

10.1002/trtr.2283

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy-content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design-based research project, we provide suggestions for how teachers can embed high-quality literacy instruction in multiple disciplines.

引用

页码：642 / 652

页数：11

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