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An Authentically Simulated Approach to Disciplinary Literacy Instruction in a Study Strategies Course.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Armstrong, Sonya L. Reynolds, Rita |
| Copyright Year | 2011 |
| Abstract | Scholars have increasingly added to the body of literature on disciplinary literacy practices (Hynd, 1999; Hynd, Holschuh, & Hubbard, 2004; Shanahan & Shanahan, 2008). Within this larger body of scholarship, much work has been focused on the field of postsecondary transitional (see Author, 2010 for a discussion of this term) or developmental literacy (Briscoe & LeMaster, 1991; Chase, Gibson, & Carson, 1994; Holschuh, 2003; Nist & Simpson, 2000; Simpson & Nist, 1997). Despite this emphasis on the discipline-specific nature of academic literacy practices within the scholarship, a significant divide remains between what is endorsed in the theoretical literature and what occurs in practice in developmental reading and study strategies classrooms. Notably, many study strategies courses continue to have as their curricular focus a very limiting emphasis on generic strategies or a one-sizefits-all approach (Reynolds & Werner, 2003). In effective reading and study strategy classrooms, strategyfocused instruction moves beyond the confines of basic procedural aspects of strategic reading and studying (for example, identifying the various steps involved in SQ3R) and delves into issues of This manuscript describes a first-year college study strategies course designed to introduce students to literacy practices typical in academic settings. Given constraints imposed by institutional requirements on students’ schedules during their first year, an authentic course pairing with a content area course is rarely possible; therefore, the study strategies course described in this manuscript is intended as a possible alternative by providing authentically simulated instruction in three disciplines (biology, psychology, and history). Sonya L. Armstrong Northern Illinois University |
| Starting Page | 1 |
| Ending Page | 9 |
| Page Count | 9 |
| File Format | PDF HTM / HTML |
| Volume Number | 5 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1097555.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
