“Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts

Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding l...

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Bibliographic Details
Published inThe Reading teacher Vol. 77; no. 5; pp. 642 - 652
Main Authors Burke, Patrick, Kennedy, Eithne
Format Journal Article
LanguageEnglish
Published Newark Blackwell Publishing Ltd 01.03.2024
Subjects
Art education
content‐area literacy
Critical thinking
Curricula
curriculum integration
disciplinary literacy
Elementary education
Elementary School Science
Elementary School Teachers
engagement
History education
Literacy
Literacy Education
literacy integration
multiple‐text comprehension
Reading Instruction
Scientific Literacy
Visual arts
Visual Literacy
Online AccessGet full text
ISSN0034-0561
1936-2714
DOI10.1002/trtr.2283

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Summary:Teaching disciplinary literacy in the elementary classroom provides rich potential for bridging the literacy‐content divide, building background knowledge, extending learning, and deepening student thinking. This article explores how six elementary teachers tried and tested approaches to embedding literacy in three very different subjects: science, history, and visual arts. Drawing on data from a design‐based research project, we provide suggestions for how teachers can embed high‐quality literacy instruction in multiple disciplines.
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ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2283