Adolescent literacy: Learning and understanding content

Future of Children

Volumn 22, Issue 2, 2012, Pages 89-116

  Goldman, Susan R ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; COMPREHENSION; HUMAN; INFORMATION LITERACY; LEARNING; METHODOLOGY; READING; STANDARD; TEACHING;

ADOLESCENT; COMPREHENSION; HUMANS; INFORMATION LITERACY; LEARNING; READING; TEACHING;

EID: 84867506416     PISSN: 10548289     EISSN: 15501558     Source Type: Journal    
DOI: 10.1353/foc.2012.0011     Document Type: Article

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184. Guthrie and others, "Influences of Concept-Oriented Reading Instruction on Strategy Use and Conceptual Learning from Text" (see note 49), pp. 343-366
185. Nancy R. Romance and Michael R. Vitale, "A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension," in Developmental Cognitive Science Goes to School, edited by Stein and Raudenbush (see note 4), pp. 127-42.
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187. Kathleen McCarthy Young and Gaea Leinhardt, "Writing from Primary Documents: A Way of Knowing in History," Written Communication 15 (1998): 25-86.
188. Robert B. Bain, "'They Thought the World Was Flat?' Applying the Principles of How People Learn in Teaching High School History," in How Students Learn: History Mathematics, and Science in the Classroom, edited by M. Suzanne Donovan and John D. Bransford (Washington: National Academy Press, 2005), pp. 179-214
189. Rosalyn Ashby, Peter J. Lee, and Denis Shemilt, "Putting Principles into Practice: Teaching and Planning," in How Students Learn, edited by Donovan and Bransford, pp. 79-178
190. Peter J. Lee, "Putting Principles into Practice: Understanding History," in How Students Learn, edited by Donovan and Bransford, pp. 29-78
191. Levstik and Barton, Doing History (see note 83)
192. Chauncey Monte-Sano, "Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers' Practices," American Educational Research Journal 45, no. 4 (2008): 1045-79
193. VanSledright, In Search of America's Past (see note 54)
194. Wineburg, Historical Thinking and Other Unnatural Acts (see note 54).
195. Susan De La Paz, "Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms," Journal of Educational Psychology 97 (2005): 39-156
196. Jeffery D. Nokes, Janice A. Dole, and Douglas Hacker, "Teaching High School Students to Use Heuristics while Reading Historical Texts," Journal of Educational Pscyhology 99 (2007): 492-504
197. Avishag Reisman, "Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools," Cognition & Instruction 30 (2012): 86-112.
198. Goldman, "Cognitive Aspects of Constructing Meaning Through and Across Multiple Texts," (see note 7)
199. Lee and Ashby, "Progression in Historical Understanding among Students Ages 7-14" (see note 79)
200. Steven A. Stahl and others, "What Happens When Students Read Multiple Source Documents in History?" Reading Research Quarterly 31 (1996): 430-56
201. VanSledright, In Search of America's Past (see note 54).
202. Schoenbach and Greenleaf, "Fostering Adolescents' Engaged Academic Literacy" (see note 77)
203. Shirley J. Magnusson and Annemarie Sullivan Palincsar, "Teaching and Learning Inquiry-Based Science in the Elementary School," in Visions of Teaching Subject Matter Guided by the Principles of How People Learn, edited by John Bransford and Suzanne Donovan (Washington: National Academy Press, 2005).
204. Greenleaf and others, "Integrating Literacy and Science in Biology" (see note 77)
205. Cynthia Greenleaf, "Fostering Metacognitive Conversation in Professional Communities and Subject-Area Classrooms," Adolescent Literacy in Perspective (February 2006): 2-5
206. Taffy E. Raphael, Kathryn H. Au, and Susan R. Goldman, "Whole School Instructional Improvement through the Standards-based Change Process: A Developmental Model," in Changing Literacies for Changing Times: An Historical Perspective on the Future of Reading Research, Public Policy, and Classroom Practices, edited by James V. Hoffman and Yetta M. Goodman (New York: Routledge/Taylor Frances Group, 2009), pp. 198-229.