Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle

By Michael Faggella‐Luby, P. Graner, Donald D. Deshler, S. Drew. 2012

143 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/3f2052d8b07b6de027d18c1dd9646da7cff6790b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Kathie Maynard
2. Maya Israel
3. P. Williamson

In Education

1. Kathie Maynard
2. Maya Israel
3. P. Williamson

Citations in the corpus

• Content Area Reading and Disciplinary Literacy: A Case for The Radical Center (2013, background): “Although that is a desirable outcome for students interested in specializing in a discipline, like Heller (2010), we are not convinced this should be the goal of content area instruction for all students.”
• Disciplinary Literacy in History (2015, unknown): “…sourcing is the touchstone that distinguishes expert from novice practice (e.g., De La Paz, Felton, Croninger, Monte- Sano, & Jackson, in press ; Gottlieb & Wineburg, 2012 ; MonteSano & De La Paz, 2012 ; Mosborg, 2002 ; Leinhardt & Young, 1996 ; Nokes, Dole, & Hacker, 2007 ; Rouet, Favart,…”
• Promoting Literacy-Embedded, Authentic STEM Instruction for Students with Disabilities and other Struggling Learners (2013, background): “" Without explicit instruction to engage students in the active reading of texts, many struggling learners and students with disabilities may not be able to access vocabulary, text structures, and relevant background knowledge to support text comprehension and the construction of new knowledge (Fagg”