Teaching Disciplinary Literacy to Adolescents – Annotated Bibliography Example

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The paper “ Teaching Disciplinary Literacy to Adolescents” is a pathetic variant of an annotated bibliography on education. Shanahan, T. & Shanahan, C. (2008) in their work "Teaching Disciplinary Literacy to Adolescents: Rethinking Content". In this peer review, the authors argue that disciplinary literacy should be a focus of secondary and middle school settings. Disciplinary literacy, defined as advanced literacy instructions, found within the content area classes like social studies, math, and science has been identified to frustrate secondary content area teachers. The argument based upon a study on disciplinary literacy that revealed how secondary content area teachers together with content experts read disciplinary texts, use comprehension strategies, and subsequently teach the strategies to adolescent readers.

This provides an avenue where the teacher and student are able to understand each other and share information helpful in teaching adolescent groups. Results from the study indicated that disciplinary experts approached reading in extremely different ways consonant with the expectation and norms of their disciplines. Suggestions from the findings recommend the adoption of different comprehension strategies when dealing with adolescents as content area experts, secondary teachers, and experts in math, history, and chemistry read their texts differently.

The article also analyses the continuum of literacy learning from basic reading skills to more advanced reading skills. This analysis which indicates that learning becomes less useful as one moves along the continuum of literacy learning leads the authors into identifying the reasons for the need for advanced literacy instruction in today’ s generation. Additionally, a model of literacy progression, which is a pyramid that illustrates how the development of literacy progresses, is presented in the article.

Shanahan and Shanahan offer different methods of addressing adolescent needs regarding literacy. They also explain how levels of adolescent student’ s literacy have languished in recent years despite the improvement in younger student’ s reading performance. They further explain how this is unfortunate since social changes increase the need for advanced literacy in America’ s social, economic, and civic life. Part 2“ Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy” article is a study of disciplinary literacy in the different levels of school settings. The article’ s educational implications are to identify which comprehension strategy would best fit a particular disciplinary reading task.

These implications suggest that the literacy curriculum to be adopted is that which guides students to meet the demands of reading and writing in various disciplines rather than, the provided traditional concepts of content area reading. Relevant arguments based on the study’ s results indicate that disciplinary literacy should be focused more on secondary and middle school settings. This implies that the traditional educational system adopted by teachers should be changed. Some of the teachers in the secondary content area become frustrated when teaching advanced disciplinary literacy.

Additionally, the article gives a clear guideline of how students may be best prepared for reading, thinking, and writing required by the advanced disciplinary coursework. The significance of the arguments is to identify the appropriate curriculum for secondary teacher preparation that would improve literacy teaching for middle and high school students. Furthermore, the article identifies the gaps that originate from the need for advanced literacy instructions and provides the strategies to be used in filling the gaps. This aids teachers to implement the appropriate comprehension strategy when working with adolescent students.

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