Measures and References: References: Disciplinary Literacy

Return to References: Disciplinary Literacy factor page.

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.