2017
DOI: 10.1111/lit.12127
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Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

Abstract: This collective case study explores the strategies history, science and math teachers use to conduct close readings in their disciplines. Through qualitative analysis of forum posts and lesson plans submitted to a Massive Open Online Course (MOOC) designed as professional development (PD), this study examines the strategies history, science and math teachers reported using to conduct close readings in their discipline, as well as how these teachers conduct close readings after receiving professional developmen… Show more

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Cited by 8 publications
(9 citation statements)
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References 36 publications
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“…This requires an awareness of reading and a willingness to infer the content of the text being read. For this reason, a plan to engage with the text is developed before the actual reading (Nesbit & Adesope, 2006 ; Paul, 2018 ; Shanahan et al, 2011 ). While reading, the reader is aware of intrinsically understanding what is being read.…”
Section: Literature Review and Theoretical Frameworkmentioning
confidence: 99%
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“…This requires an awareness of reading and a willingness to infer the content of the text being read. For this reason, a plan to engage with the text is developed before the actual reading (Nesbit & Adesope, 2006 ; Paul, 2018 ; Shanahan et al, 2011 ). While reading, the reader is aware of intrinsically understanding what is being read.…”
Section: Literature Review and Theoretical Frameworkmentioning
confidence: 99%
“…While reading, the reader is aware of intrinsically understanding what is being read. The strategies used are intended to help comprehend content by asking questions and reading frequently (Carducci, 2020 ; Hubbard, 1990 ; Paul, 2018 ; Shepherd & van de Sande, 2014 ). However, the comprehension of the text does not end with the actual reading.…”
Section: Literature Review and Theoretical Frameworkmentioning
confidence: 99%
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“…Bu stratejinin özellikle ortaokul ve lise düzeyinde öğrenim gören öğrencilerin okuduğunu anlama başarısına olumlu katkılar sağladığını gösteren çok sayıda araştırma bulunmaktadır (Dakin, 2013;Fisher ve Frey, 2014a;Fisher ve Frey, 2014b;Lassonde, 2009;Paul, 2017;Powell, Robnolt ve Welsch 2019;Ross, 2015;Victor, 2017;Villasenor, 2018). Bu araştırmaların özellikle anadili İngilizce olan çocuklarda yoğunlaştığı görülmektedir.…”
Section: Metne Bağlı Sorularunclassified