CUIN : Literacy in the Content Areas NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY

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1 CUIN : Literacy in the Content Areas NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY School of Education Where Professionals Explore Discover and Become Catalysts for Learning and Leading Course Information Faculty Contact Information Course Number/Section CUIN Associate Professor: Vivian Harding Hampton, Ph.D. Course Title: Literacy in the Content Areas Office Location: 224 Proctor Hall Term: Spring 2013 Office Telephone: (336) Day: Tuesday Office Fax: (336) Room 262 Proctor Hall Time: 5:00-7:50 PM Office Hours: Posted Course Pre-requisites, Co-requisites, and/or Other Restrictions: None CUIN 627 is a requirement for teacher certification at the secondary level. (CUIN 627 was formerly offered as CUIN 624 : Teaching Reading in the Secondary School). Course Description: This course is designed to prepare secondary school teachers to plan and deliver literacy-focused instruction in all content areas. Students will examine current research and instructional models for improving 21 st century literacy skills. Student Learning Objectives/Outcomes: Candidates will 1. develop an awareness of the importance of students having adequate skills in order to learn material being taught in the content areas. 2. become familiar with various ways of integrating literacy skills with teaching subject matter. 3. recognize specific reading problems related to each content area, such as specialized vocabulary, difficult concepts, graphic materials, and symbols. 4. learn how to develop in students high-level comprehension skills, such as making inferences, forming evaluations, and making critical analyses. 5. recognize and address the diversity and wide variety of abilities and interests of secondary students and discover how to group students and to adjust activities for more effective instruction. 6. learn how to develop students skills in reading efficiently by teaching useful study skills and by helping students adjust the rate of reading to the purpose of reading. 7. become aware of readability levels of textbooks and ways of providing alternate instructional strategies. 8. develop effective questioning techniques.

2 Specific Undergraduate and Graduate Standards, Competencies, and Guidelines are presented in this section of the syllabus. Complete, detailed documents describing each set of standards/competencies are posted in Blackboard under the Course Documents Tab. (Students are requested to read and become highly familiar with this important information. Additionally, segments may be downloaded as desired by students for personal reference. ) School of Education (SOE) Conceptual Framework - D.A.R.T.: The School of Education has selected as its program theme The Professional Educator: Catalyst for Learning. From the theme, a conceptual framework has been developed which includes a rationale and organizing principles that guide the development of the curriculum for professional education including the categorization of knowledge. The Unit s vision, mission, and dispositions emerged directly from the university s mission. Both the Unit and University strive to transmit a cultural experience for our candidates to be transformed into catalysts for learning. Candidates learn to create their own learning from the experiences of the faculty, curricula and field experience opportunities, and other education leaders. Thus, because candidates create their learning outcomes from the interaction with their faculty and curricula, candidates are philosophically constructivists. While the constructivist view is primarily the philosophy by which education programs are structured, content specialists and school personnel programs might have other philosophical bases. The conceptual framework is sufficiently broad as an umbrella to embrace all of the programs. The conceptual framework is the guiding force for program development and performance assessment. The outcome of the framework is the development of unit standards for all programs, which are Diversity, Assessment, Reflection, and Technology (DART). North Carolina Professional Teaching Standards - (State Board of Education, 2006) Undergraduate Standards: I. Teachers Demonstrate Leadership. II. Teachers Establish A Respectful Environment For A Diverse Population of Students. III. Teachers Know The Content They Teach. IV. Teachers Facilitate Learning For Their Students. V. Teachers Reflect On Their Practice. Standards for Graduate Teacher Candidates - (State Board of Education, 2009) 1. Teacher Leadership. 2. Respectful Educational Environments. 3. Content and Curriculum Expertise. 4. Student Learning. 5. Reflection. National Board for Professional Teaching Standards (NBPTS) Competencies Candidates are committed to students and their learning. Candidates are responsible for managing and monitoring student learning. Candidates think systematically about their practice and learn from experience. Candidates know the subjects they teacher and how to teach those subjects to students. Candidates command specialized knowledge of how to convey a subject to students. National Council for Accreditation of Teacher Education (NCATE) Competencies Student Development. Diverse Learners. Multiple Instructional Strategies. Motivation. Content Pedagogy. 2

3 Planning. Assessment. Reflective Practice. Interstate New Teacher Assessment and Support Consortium (INTASC) Standards: Standard 1: Learner Development Standard 2: Learning Differences Standard 3: Learning Environments Standard 4: Content Knowledge Standard 5: Application of Content Standard 6: Assessment Standard 7: Planning for Instruction Standard 8: Instructional Strategies Standard 9: Professional Learning and Ethical Practice Standard10: Leadership and Collaboration International Reading Association (IRA) Standards 1.0 Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction. 1.1 Demonstrate knowledge of the psychological, sociological, and linguistic foundations of reading and writing processes and instruction. 1.2 Demonstrate knowledge or reading research and the history of reading. 1.3 Demonstrate knowledge of language development and reading acquisition and the variation related to cultural and linguistic diversity. 1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. 2.0 Instructional Strategies and Curriculum Materials: candidates use a wide range of instructional practices, approaches, methods and curriculum materials to support reading and writing instruction. 2.1 Use instructional grouping options (individual, small-group, whole-class, and computerbased) as appropriate for accomplishing given purposes. 2.2 Use a wide range of instructional practice, approaches, and methods including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. 2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. *PRAXIS COMPETENCIES Praxis II: Test questions in the Introduction to the Teaching of Reading Test deal with the basic knowledge needed by all teachers to assist every student in learning through the process of reading. Content Categories: Reading as a Language-Thought Process Construction of meaning: theoretical approaches to the reading process or how readers construct meaning from a printed text; acquisition and understanding of language; readers awareness of their own thought processes while reading, or metacognition 3

4 Interrelatedness of the processes of listening, speaking, and writing, especially the reading/writing connection and the use of writing to respond to reading Text Structure Considerations regarding text: structure for narrative and expository texts; syntactic complexity; organization; vocabulary and concept load; story grammars; and semantic, syntactic, and graphophonic, and experiential cues Instructional Processes in the Teaching of Reading Appropriate use of specific strategies; reciprocal teaching, critical questioning, monitoring, scaffolding, activating schema, language expansion, story grammars, scripts, organizational patterns, guided oral and silent reading Strategies appropriate to various ages and reading levels including emergent literacy Classroom management: grouping, use of paraprofessionals, learning centers, writing centers, cooperative grouping, peer helping, computers Reading in the content areas at all grade levels Assessment: use of criterion-based tests or achievement tests; use of appropriate individual and group assessments and strategies, such as informal assessments, questioning techniques, and surveys Affective Aspects; and Environmental/Socio-cultural Factors Utilization of activities such as art expression, drama, and the media to motivate students and to stimulate interest in and enjoyment of both reading and writing Environmental/Socio-cultural Factors Understand literacy and factors influencing literacy and biliteracy development, including parental support for literacy, extent of congruence between home and school linguistic environments, and approaches to literacy, and the impact of teacher expectations Recognize the influence of family and peers, along with ethnic, socioeconomic, regional, and cultural linguistic differences, and select appropriate instructional strategies and materials to address these factors Test questions in the Introduction to the Teaching of Reading Test deal with basic knowledge needed by all teachers to assist every student in learning through the process of reading. *PRAXIS COMPETENCIES ARE PRESENTED IN DETAIL ABOVE. THESE COMPETENCIES ARE NOT LISTED IN BLACKBOARD. COURSE OVERVIEW CUIN 627 is a required course for secondary education majors seeking teacher certification. Consequently, undergraduate students at the junior and senior levels generally comprise the major enrollment for this course. In the instances where graduate students may enroll, overall expectations reflect greater depth and breadth of study with respect to course competencies, assignments, and other requirements. 4

5 MAJOR COURSE TOPICS A. Adjusting Instructional Approaches and Reading Materials for All Students 1. Understanding How Well Students Read (Chapter 1) 2. Judging the Difficulty of Reading Materials (Chapters 3 and 6) 3. Finding the Appropriate Level of Materials for Each Student (Chapters 3 and 6) 4. Assessment and Evaluation in Reading Instruction (Chapters 2, 12, and Appendix A) 5. Working with a Diverse Student Population (Chapter 11) B. Improving Learning Through Reading in Content Areas 1. Vocabulary Building (Chapter 7) 2. Developing Comprehension of Reading Materials (Chapters 4 and 5) 3. Improving Rate of Comprehension in Reading (Chapter 9) 4. Integrating Reading and Writing in Content Area Instruction (Chapter 8) 6. Using Literature to Promote Learning in the Content Areas (Chapter 6) 7. Integrating Technology in Content Area Literacy Instruction (Chapter 10) C. Developing Classroom Strategies for Reading and Writing in Content Areas 1. Directed Reading/Directed Reading Thinking Activities (DRA/DRTA) - (Chapter 4) 2. Location and Organization of Information (Chapter 4) 3. Study Skills (Chapter 9) 4. Study Strategies (Chapter 9) 5. Writing to Learn (Chapter 8) 6. Skills and Strategies Needed for Reading in Specific Content Areas (Chapters 3, 4, 5, 7, 8, and 9) Course Management: Weekly class attendance, participation, individual and group assignments, required reading, multiple assessments, and other activities are integral components of the course performance process. Consequently, failure to attend class and to participate in all class assignments and activities may result in an unsatisfactory evaluation for the course. Moreover, since late assignments will not be accepted for credit, work should not be submitted after due dates. NOTE: Each student is expected to utilize the textbook, bibliography, mini-lessons, class discussions, the Internet, and other resources to satisfy the required course assignments. Students will be informed by the professor if additional materials are provided via and/or Blackboard. It is important to remember that in order to receive course credit, students must adhere to all deadlines designated for assignments, examinations, and other course activities. WEEKLY CALENDAR January 15 Brief Student Introductions Textbook Acquisition Informal Discussion re: Adolescent Literacy in the 21 st Century Reading and Study of Chapter I - Required Textbook (Refer to Specific Learning Outcomes cited for each text chapter.) VIDEO/DISCUSSION ACTIVITY: Bluffing It Refer to Viewing Guide 5

6 January 22 (SFSA #1 DUE) CHAPTER 1: Content Teachers and Content Literacy 1. Understand recent history about research and selected views of education. 2. Explain the literacy demands faced by secondary students and the need for improved instruction. 3. Identify 10 principles for content reading instruction and the overall significance of each. 4. Recognize faulty assumptions about teaching reading in secondary schools. 5. Cite characteristics of an effective teacher. 6. Identify and understand specific steps in the PAR Lesson Framework. 7. Explain the importance of using a lesson framework when teaching. 8. Discuss the range of students found in content-area classrooms. 9. Learn organization of the required course textbook January 29 (SFSA #2 and Moje Essay DUE) CHAPTER 2: Teaching in the Affective Domain 1. Explain what is meant by affective domain of teaching. 2. Understand why affect is important to reading. 3. Describe the importance of attitudes in teaching. 4. Explain the importance of conative factors in reading. 5. Understand what constitutes a brain-based approach to learning. 6. Describe the role of attitude tests and identify three examples of these tests. 7. Understand the construct of locus of control and its significance for content area instruction. 8. Explain the attribution theory and its importance for teachers. 9. Incorporate a number of affective strategies into the content area curriculum February 5 (SFSA #3 and P of PAR Strategies DUE) CHAPTER 3: Preparation for Learning 1. Understand and explain the importance of building on students prior knowledge. 2. Cite problems related to building students prior knowledge. 3. Identify pertinent research supporting the concepts of schema theory and prior knowledge. 4. Adapt texts and instructional activities to ensure a match between readers and materials. 5. Explain decisions teachers must make in building on prior knowledge while using text materials to guide readers appropriately. February 12 (SFSA #4 DUE) CHAPTER 4: Assistance in Learning 1. Define reading comprehension based on a historical perspective. 2. Explain constructivism, constructivist learning, and the theory underlying the construct. 3. Explain the relationship between reading comprehension and content area reading. 4. Assist students in constructing meaning while reading. 5. Apply strategies for teaching short segments of text. 6. Understand the importance of teaching text structure, and employ multiple activities to assist and guide students to better text comprehension. 7. Use a number of questioning strategies to teach comprehension. 6

7 February 19 (SFSA #5 and A of PAR Strategies DUE) CHAPTER 5: Learning through Reflection 1. Assist students in constructing meaning while reading. 2. Explain the importance of helping students become autonomous learners. 3. Understand why decision-making and problem-solving are important skills to teach students. 4. Explain the significance of the reflection phase in reading and learning. 5. Understand and describe specific thinking skills and strategies that foster reflective thinking. February 26 (SFSA #6 DUE) MID-TERM EXAMINATION (5:00-5:30 PM) CHAPTER 6: Moving beyond the Traditional Textbook and Transmission Methods 1. Understand the significance of using multiple resources to facilitate students learning. 2. Explain how to determine the match between readers and material to be read. 3. Understand appropriate use of readability scores and book leveling. 4. Describe benefits and techniques of read-alouds for adolescents. 5. Improve personal ability to select textbooks and other resource materials. 6. Differentiate between cooperative learning and working in groups. 7. Discuss research and best practices related to effective cooperative learning. 8. Select and utilize cooperative learning techniques to teach reading in content areas. March 4-8 SPRING BREAK March 12 (SFSA #7 and R of PAR Strategies DUE) CHAPTER 7: Teaching Vocabulary 1. Understand the importance of vocabulary in reading comprehension. 2. Explain the underlying theory and research for vocabulary development in content areas. 3. Describe the four necessary mental operations for mastering new vocabulary. 4. Explain the four guiding principles for vocabulary instruction. 5. Understand and explain aspects of incidental and intentional vocabulary development. 6. Explain why students lack of understanding of concepts and vocabulary can contribute significantly to school failure. 7. Apply teaching strategies to increase a student s conceptual understanding of words. 8. Identify research-based practices to include strategies and activities for teaching vocabulary before, during, and after reading. 9. Utilize a wide range of vocabulary enrichment activities considering students developmental, cultural, and linguistic differences. 10. Understand and explain the role of oral language in vocabulary development. 11. Identify technology tools and applications for vocabulary development and enrichment. March 13 MID-TERM GRADES DUE 7

8 March 19 (SFSA #8 DUE) CHAPTER 8: Writing to Learn in the Content Areas 1. Describe the connection between reading to learn and writing to learn. 2. Distinguish between the process of writing and the products of writing. 3. Explain how computers can aid students in learning to write. 4. Identify stages of writing, from prewriting through revision and publishing strategies. 5. Understand and apply strategies for preparing, assisting, and reflecting on writing. 6. Understand how writing can complement reading as a way to learn in content areas. 7. Apply different approaches to grade students writing. March 26 (SFSA #9 and Virtual Classroom Observations DUE) Last day to withdraw from a course without a grade evaluation. CHAPTER 9: Study Skills in the Electronic Age 1. Explain the importance of developing students ability to use study skills across grade levels. 2. Describe the significance of self-regulation and deep thinking during the process of studying. 3. Assess students perceptions of study skills and how they study. 4. Identify different categories of study skills and explain their function in the PAR Framework. 5. Describe activities that lead students to effective study behaviors. 6. Explain the differences between paper-based and Web-based study behaviors. 7. Understand systems of study presented in the CUIN 624 required textbook and apply these systems during classroom instruction. 8. Incorporate technology with specific study skills activities. April 2 (SFSA #10 DUE) CHAPTER 10: Technology in Today s Content Classrooms 1. Understand the need for complementing content area instruction with technology. 2. Describe activities that can apply and adapt electronic literacy in secondary classrooms. 3. Identify and explain several technology resources used in classrooms. 4. Understand and explain the value of electronic communication for students April 9 (SFSA #11 and Philosophical Essays DUE) CHAPTER 11: Supporting Diverse Learners in Content Classrooms 1. Understand and identify characteristics of at-risk students. 2. Understand why teachers should discourage passive approaches to reading. 3. Identify teacher-directed reading strategies for aiding at-risk, low-socioeconomic, and low-selfesteem learners. 4. Identify and clarify common misconceptions concerning instruction for English Language Learners (ELLs). 5. Identify culturally responsive teacher-directed reading strategies for aiding ELLs. 6. Identify teacher-directed reading strategies for aiding special education students. 7. Identify teacher-directed reading strategies for aiding struggling readers. 8

9 April 16 (SFSA #12 DUE) CHAPTER 12: Assessment and Evaluation Issues VIDEO VIEWING/DISCUSSION ACTIVITY: Good Morning Ms. Toliver 1. Define high- stakes testing and explain its influence on assessment. 2. Explain the role of content teachers in assessment, testing, and evaluation in today s classroom. 3. Describe traditional tests, including standardized, criterion-referenced, and teacher-made tests. 4. Discuss problems regarding traditional tests and offer suggestions for improving them. 5. Understand the importance of nontraditional testing. 6. Understand how to design a test to measure students self-rating of their performance. 7. Explain how being test-wise affects performance on tests. 8. Describe the role of authentic assessment and portfolios in content area classrooms. 9. Explain how technology can play a role in testing, test preparation and/or review, and portfolios. April 23 and April 30 (Presentation of Individual and/or Collaborative Semester Projects) April 30 (FINAL CLASS MEETING) May 7 (FINAL EXAMINATION) Evaluation of Written Work for Grading Purposes All written work will be evaluated for standard usage, clarity of thought, organization, development, coherence of content, and adherence to specific criteria detailed for each assignment. Thus, careful consideration will be given to thoroughness of response, grammar, and spelling. In other words, your writing should be clear, concise, logically developed, grammatically correct, and directly related to the requirements of a specific assignment and/or activity. It is recommended that students utilize a handbook or reference as a guide to ensure that all written work is effective. (Common errors: sentence fragments, misplaced and dangling modifiers, faulty parallelism, unclear pronoun reference, incorrect pronoun case, punctuation errors, spelling, lack of unity and coherence in paragraph structure, lack of appropriate transitions, and inadequate documentation of references, etc.) Refer to symbols designated for evaluating written work. Plagiarism is a violation of federal law and is a punishable offense. Consequently, students are expected to give proper credit for all work cited. Information may be paraphrased by students; however, paraphrased items must also be cited and documented. Evidence of plagiarism in any assignment will result in a grade of F. Internet Compatibility Statement: Critical Information re: all Bb9.1 assessments/tests When completing an online assessment via Blackboard, students should use Mozilla Firefox rather than Internet Explorer 8. Students who choose to use Internet Explorer should switch to Compatibility View before beginning an assessment to avoid compatibility issues. Internet Explorer 8 is not fully compatible with Blackboard and may cause the test timer to cover the right side of your screen. To enable "Compatibility View," select Tools in the Internet Explorer 8 browser and then select Compatibility View. Students may also click the "Online Assessment Tips" tab on the Blackboard login page for more information. Under the Tips module, click the "Test-taking, Image Display...in IE 8.0" link. In addition, other important test-taking tips are listed on the same module under the link "Best Practices for Taking Online Assessments. 9

10 Compliance with the Americans with Disabilities Act All reasonable efforts will be made to accommodate the needs of students with documented disabilities within this course as per the requirements of the Americans with Disabilities Act (1990) including changes made by the ADA Amendments Act of 2008 (P.L ). Students with a disability must provide official University documentation from the Office of Disability Services and Veteran Affairs located in Suite 01 Murphy Hall. Please contact Ms. Peggy Oliphant at (336) or via at oliphant@ncat.edu. In addition, please note that accommodations and modifications cannot be performed retroactively! All modifications will occur from the date official University documentation is provided to the instructor. Statement Regarding Internet Failure or Disruption (Critical Information) Students enrolled in courses where BlackBoard 9.1 is utilized are responsible for providing documentation of any computer-related malfunctions, including but not limited to a disruption of power, a computer crash, or Internet failure. If a student experiences a computer-related malfunction while completing a test or assignment in BlackBoard, he or she should attempt to print the screen that is visible on the monitor when the error occurs. The student may also consider a time-stamped photograph of the computer screen. The instructor will evaluate the documentation provided to determine the appropriate course of action. Academic Integrity Since this course involves a great deal of new concepts and terminology, you are encouraged to network and confer with others in the class to clarify instructions, review lecture notes, review materials and procedures, and compare assignments. These activities are important to success in most organizations. But do not confuse normal and healthy networking with plagiarism or academic misconduct. You will be held accountable to the highest standards of academic integrity, which will be enforced in this class. Please read and adhere to the university s policy on academic integrity, as printed in NCA&T s Undergraduate Bulletin. Course Policies Late Work Assignments are due on the dates indicated and by designated times. In fairness to those students who submit their assignments on time, no late assignments will be accepted unless: (a) arrangements have been made prior to the scheduled date of submission, and (b) there is sufficient reason for submitting the assignment late. Illnesses and emergencies will be excused, but only with proper documentation. Please be ready to show the original (i.e., doctor's certificate, funeral announcement, etc.), and submit a copy to the instructor. Incomplete grades At the end of the semester, a grade of A, B, C, *D or F shall be recorded based on the individual student s effort and overall quality of work. No grade of I will be awarded. (*This grade only applies to undergraduate students; it is not permitted for graduate students). Final course grade is non-negotiable The final course grade based on the assignments and assessments outlined in this syllabus will be the final official grade. No extra credit shall be given. Please note this policy only applies to the final course grade! The professor may entertain any questions or concerns about individual assignments throughout the semester. 10

11 Technical Support If you experience any problems with your A&T account you may call Aggie Tech Support (formerly Help Desk) at Support for Blackboard functions should be requested from the Office of Distance Learning at A&T Account All candidates enrolled in this course must have an operational University account. The instructor will not information to any account external to the assigned University s account. Questions or concerns about the University s account should be directed to the Aggie Tech Support (formerly Help Desk), not the course instructor. Professionalism Every student is expected to show professionalism throughout the course. This statement means that each student is expected to participate in discussions, is expected to be courteous and respectful of other students even when disagreement surfaces, is expected to contribute in group assignments, and is expected to be prepared for every class. Student Conduct & Discipline North Carolina A&T State University has rules and regulations that govern student conduct and discipline meant to ensure the orderly and efficient conduct of the educational enterprise. It is the responsibility of each student to be knowledgeable about these rules and regulations. Please consult the undergraduate and graduate bulletins: Graduate Catalog.doc and student handbook for detailed information about specific policies such as academic dishonesty, cell phones, change of grade, disability services, disruptive behavior, general class attendance, grade appeal, incomplete grades, make up work, student grievance procedures, withdrawal, etc. Assignments and other course requirements are presented in a separate document. GRADING SCALES GRADING SCALE (Undergraduate Level) % = A ( ) Above Average Performance % = B ( ) Average Performance % = C ( ) Below Average Performance % = D ( ) Unsatisfactory % = F (419-0) Failure **GRADING SCALE (Graduate Level) points = A (Above Average Performance / equivalent to ) points = B (Average Performance / equivalent to 85-92) points = C (Below Average Performance / equivalent to 77-84) 538 points or below = F (Failure / equivalent to 76) **Graduate students may not receive a grade of D. REQUIRED ASSIGNMENTS and RUBRICS: Refer to separate document. 11

12 TEXTBOOK Richardson, Judy S., Morgan, Raymond F., and Fleener, Charlene E. (2012). Reading to Learn in the Content Areas. (8th ed.). Belmont, CA: Wadsworth Cengage Learning. SUGGESTED BIBLIOGRAPHY Allington, Richard L. and Cunningham, Patricia M. (2007). Schools that Work: They Can All Read and Write. Boston: Allyn and Bacon. Allington, Richard L. and Cunningham, Patricia M. (2003). Classrooms that Work Where All Children Read and Write. Boston: Pearson Education, Inc. Alvermann, Donna E. and Phelps, Stephen F. (1998). Content Reading and Literacy: Succeeding in Today's Diverse Classrooms. Boston: Allyn and Bacon. Beers, Kylene. (2003). Why Kids Can t Read: What Teachers Can Do. A Guide for Teachers Portsmouth. NH: Heinemann. Fisher, Douglas and Frey, Nancy. (2004). Improving Adolescent Literacy: Content Area Strategies At Work. Columbus, Ohio: Pearson Education, Inc. Gunning, Thomas G. (2003). Building Literacy in the Content Areas. Boston: Pearson Education, Inc. Irvin, Judith L., Buehl, Douglas R., and Klemp, Ronald M. (2007). Reading and the High School Student: Strategies to Enhance Literacy. Boston: Pearson Education, Inc. Nagel, Greta K. (2001). Effective Grouping for Literacy Instruction. Boston: Allyn and Bacon. Vacca, Richard T. and Vacca, JoAnne. (1998). Content Area Reading: Literacy and Learning Across the Curriculum. Addison-Wesley Pub. Co. Suggested Journals (some of which are online) Journal of English junior/senior high oriented) Phi Delta Kappan Educational Leadership Journal of Learning Disabilities Journal of Reading Journal of Early Adolescence Journal of Adolescent Research Journal of Secondary Gifted Education Journal of Research on Adolescence 12