Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading

By Richard T. Vacca. 2002

100 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b09e1fd9fbbf7c48a65d88675c47e2406c7132c8

How researchers see this paper

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

In Education

1. Daniel K. Siebert
2. W. Grabe
3. Cynthia Shanahan
4. Roni Jo Draper
5. T. Shanahan
6. Cynthia Misischia
7. Joanne Lobato
8. Steve Graham

In Literature and Literary Theory

1. Daniel K. Siebert
2. W. Grabe
3. Roni Jo Draper
4. T. Shanahan
5. Steve Graham
6. Michael J. Kieffer

Citations in the corpus

• 3. RESEARCH ON TEACHING READING (2004, background): “…• Graphic organizers • Text structure awareness • Comprehension monitoring • Question answering • Question generating • Mnemonic support practice • Summarization Similar discussions of effective instructional strategies in L1 settings are reviewed by Duke and Pearson (2002) and Vacca (2002).”
• Analysis of Expert Readers in Three Disciplines (2011, background): “…1970), the major emphasis usually has been on general reading comprehension or study skills strategies within the context of subjectmatter materials (Herber, 1970; McKenna & Robinson, 1990; Moje, Young, Readence, & Moore, 2000; O’Brien, Stewart, & Moje, 1995; Rycik & Irvin, 2001; Vacca, 2002).”
• Different Goals, Similar Practices: Making Sense of the Mathematics and Literacy Instruction in aStandards -Based Mathematics Classroom (2004, background): “…teachers, believe that (a) it is someone else’s responsibility to teach reading and writing, (b) they lack the ability or training to teach reading and writing, and/or (c) they do not have the time to provide literacy instruction along with their full content curriculum (Vacca & Vacca, 2002).”