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- Vol 4 RE: Chapter 10
disciplinary literacycontent-area literacysourcing and corroborationscientific evidencemathematical reasoningtext structuresapprenticeship modelsJournal article Evidence summaryAt a glance
Shanahan and Shanahan argue that adolescent literacy instruction should move beyond generic comprehension strategies toward the specialized ways disciplines create and evaluate knowledge. Their research teams paired literacy specialists with experts and teachers in chemistry, history, and mathematics.
Key ideas
Observations and think-aloud work showed meaningful differences: historians attended to authorship, sourcing, context, and corroboration; chemists moved among prose, equations, diagrams, and experimental evidence; mathematicians read compressed symbolic text recursively and tested definitions and proofs. These practices reflect each field’s purposes, standards of evidence, language, and text structures. The authors propose a developmental pyramid: basic literacy supports broad intermediate strategies, which in turn support increasingly discipline-specific practices. Content teachers therefore should not simply become generic reading teachers.
Why it matters
They can apprentice students into how experts in their field interrogate texts, represent claims, resolve ambiguity, and justify conclusions, while literacy educators help make those normally tacit processes teachable.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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