Apprenticing Adolescent Readers to Academic Literacy

By Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, F. Mueller. 2001

233 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6a14691da14aa834be575d16cf2167819eeccc30

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. Judith K. Franzak
2. H. Hughes
3. P. Callaway
4. Julie Cohen
5. Avishag Reisman
6. M. Ness
7. Susan Cantrell

In Information Systems

1. P. Callaway
2. Susanna Loeb
3. M. Ness
4. Susan Cantrell

In Literature and Literary Theory

1. Judith K. Franzak
2. H. Hughes
3. P. Callaway
4. Pam Grossman
5. M. Ness
6. Susan Cantrell

Citations in the corpus

• Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores (2013, background): “Because research also suggests that teaching specific strategies that can be used flexibly across a range of ELA activities can enable students to be more successful, we included an element on Explicit Strategy Instruction (Beck and McKeown 2002; Greenleaf et al. 2001; Palinscar and Brown 1987).”
• Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications (2006, background): “It seems clear that, as Greenleaf et al. (2001) suggest, “We are not now, nor have we ever been, doing a good enough job” (p. 84) of supporting adolescent reading development.”
• The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, background): “(Rosa, 8th grader, describing textbook work in social studies class; Greenleaf et al. 2001: 101) When asked to describe their experiences in high school history classes, the majority of respondents in a telephone survey chose a single word: Avishag Reisman is currently a post-doc at Stanford…”
• Reading Comprehension Strategies in Secondary Content-Area Classrooms (2007, background): “As such, content-area teachers do not believe that literacy integration is their instructional responsibility (Greenleaf et al., 2001; Jacobs & Wade, 1981).”
• Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement (2013, background): “In addition, implementation of literacy interventions may be even more difficult for middle and high school teachers, who typically have little preparation for teaching literacy (Greenleaf et al., 2001; Hall, 2005).”
• Teacher Efficacy and Content Literacy Implementation: An Exploration of the Effects of Extended Professional Development with Coaching (2008, background): “They often struggle with low efficacy for literacy teaching (Greenleaf et al., 2001) and experience conflicts related to engrained classroom cultures and content-specific norms (O’Brien et al., 1995).”
• Middle- and High-School Content Area Teachers' Perceptions about Literacy Teaching and Learning (2008, background): “This resistance stems from a number of factors, including middle- and high-school traditions and cultures, teacher beliefs about the roles and responsibilities of content area teachers ( O'Brien, et al, 1995 ), and content teachers' lack of confidence in their own preparation as literacy teachers ( ”