Teaching disciplinary literacy to adolescents: Rethinking content-area literacy
Teaching disciplinary literacy to adolescents: Rethinking content-area literacy
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DOI：
10.17763/haer.78.1.v62444321p602101
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发表时间：
2008-03-01
影响因子：
1.7
通讯作者：
Shanahan, Cynthia
中科院分区：
文献类型：
--
作者：
Shanahan, Timothy;Shanahan, Cynthia
在这篇文章中，蒂莫西和辛西娅·沙纳汉认为，“学科素养”--嵌入到数学、科学和社会研究等内容领域课程中的高级识字教学--应该成为中学设置的重点。沙纳汉夫妇超越了历史上一直令中学教学领域的教师感到沮丧的经常被引用的“每位教师都是阅读教师”的哲学，他们展示了在一项关于学科素养的研究的头两年收集的数据，揭示了内容专家和中学教学教师如何阅读学科课文，利用理解策略，并随后将这些策略教授给青少年读者。初步研究结果表明，来自数学、化学和历史领域的专家对各自课文的阅读差异很大；因此，本研究中的内容领域专家和中学教师都推荐了不同的理解策略来处理青少年的工作。这项研究不仅对哪些理解策略可能最适合特定的学科阅读任务有意义，而且还建议学生如何为高级学科课程所要求的阅读、写作和思考做好最好的准备。
In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" - advanced literacy instruction embedded within content-area classes such as math, science, and social studies - should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.