Measures and References: Disciplinary Literacy

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Global Integrated Scenario Based Assessments (GISA; Shore et al., 2017): Students are presented with a variety of computer-based sources on a particular topic and are asked to complete scaffolded writing summaries to address a specific task.

Disciplinary writing task (Monte-Sano et al., 2014): Students complete argumentative essays within the chosen content area to assess their use of content-specific evidence and discipline conventions in writing.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Faller, S. E. (2018). Reading and writing as scientists? Text genres and literacy practices in girls' middle-grade science. Journal of Adolescent & Adult Literacy, 61(4), 381-390.

Garcia, J. R., & Cain, K. (2014). Decoding and reading comprehension: a meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1) 74-111.

Goldman, S.R., Braasch, J.L.G., Wiley, J., Graesser, A.C., & Brodowinska, K. (2012). Comprehending and learning from internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47(4), 356-381.

Kibler, A. (2011). "I write it in a way that people can read it": How teachers and adolescent L2 writers describe content area writing. Journal of Second Language Writing, 20(3), 211-226.

Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.

Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies, 46(4), 540-575.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158.

Reisman, A., & Wineburg, S. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99(5), 202-207.

Rex, L. A. (2001). The remaking of a high school reader. Reading Research Quarterly, 36(3), 288-314.

Reynolds, D. W. (2005). Linguistic correlates of second language literacy development: Evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19-45.

Shore, J. R., Wolf, M. K., O'Reilly, T., & Sabatini, J. P. (2017). Measuring 21st-century reading comprehension through scenario-based assessments. English language proficiency assessments for young learners, 234-252.

Uzun, K. (2017). The relationship between genre knowledge and writing performance. The Journal of Teaching English for Specific and Academic Purposes. 5(2) 153-162.