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Achugar, M., & Carpenter, B. D. (2012). Developing disciplinary literacy in a multilingual history classroom. Linguistics and Education, 23(3), 262-276.
Brozo, W. G., Moorman, G., Meyer, C., & Stewart, T. (2013). Content area reading and disciplinary literacy: A case for the radical center. Journal of Adolescent & Adult Literacy, 56(5), 353-357.
Bunch, G. C., Kibler, A., & Pimentel, S. (2012). Realizing opportunities for English learners in the common core English language arts and disciplinary literacy standards. Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards, 94(1).
Castek, J., & Beach, R. (2013). Using apps to support disciplinary literacy and science learning. Journal of Adolescent & Adult Literacy, 56(7), 554-564.
Damico, J., Baildon, M., Exter, M., & Guo, S. J. (2009). Where we read from matters: Disciplinary literacy in a ninth‐grade social studies classroom. Journal of Adolescent & Adult Literacy, 53(4), 325-335.
Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., ... & Project READI. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219-246.
Fang, Z. (2012). Language correlates of disciplinary literacy. Topics in language disorders, 32(1), 19-34.
Fang, Z. (2013). Disciplinary literacy in science: Developing science literacy through trade books. Journal of Adolescent & Adult Literacy, 57(4), 274-278.
Fang, Z. (2014). Preparing content area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent & Adult Literacy, 57(6), 444-448.
Fang, Z., & Coatoam, S. (2013). Disciplinary literacy: What you want to know about it. Journal of Adolescent & Adult Literacy, 56(8), 627-632.
Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of adolescent & adult literacy, 53(7), 587-597.
Flores, T. T. (2021). Fighting to Be Heard: Latina Adolescent Girls Writing Toward Change. Journal of Adolescent & Adult Literacy. Chicago
Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and teacher Education, 21(4), 403-414.
Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Alliance for Excellent Education.
Hillman, A. M. (2014). A literature review on disciplinary literacy: How do secondary teachers apprentice students into mathematical literacy?. Journal of Adolescent & Adult Literacy, 57(5), 397-406.
Hynd‐Shanahan, C. (2013). What does it take? The challenge of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(2), 93-98.
Kim, Y. S. G., Quinn, J. M., & Petscher, Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology, 57(5), 718.
Lee, C. D., & Spratley, A. (2010). Reading in the Disciplines: The Challenges of Adolescent Literacy. Final Report from Carnegie Corporation of New York's Council on Advancing Adolescent Literacy. Carnegie Corporation of New York.
Lewis, W. E., & Strong, J. Z. (2020). Literacy Instruction with Disciplinary Texts: Strategies for Grades 6-12. Guilford Press.
Moje, E. B. (2007). Chapter 1 Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of research in education, 31(1), 1-44.
Moje, E. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise. Harvard Educational Review, 85(2), 254-278.
Monte-Sano, C. (2010). Disciplinary literacy in history: An exploration of the historical nature of adolescents' writing. The Journal of the Learning Sciences, 19(4), 539-568.
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.
Moore, J., Schleppegrell, M., & Palincsar, A. S. (2018). Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design‐Based Research. TESOL Quarterly, 52(4), 1022-1049.
O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum, pedagogy, and school culture. Reading research quarterly, 442-463.
Pearson, P. D., Moje, E., & Greenleaf, C. (2010). Literacy and science: Each in the service of the other. science, 328(5977), 459-463.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard educational review, 78(1), 40-59.
Shanahan, C., Shanahan, T., & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43(4), 393-429.
Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter?. Topics in language disorders, 32(1), 7-18.
Shanahan, C., & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school?. The Reading Teacher, 67(8), 636-639.
Shanahan, C., & Shanahan, T. (2014). The implications of disciplinary literacy. Journal of Adolescent & Adult Literacy, 57(8), 628-631.
Shanahan, T., & Shanahan, C. (2017). Disciplinary literacy: Just the faqs. Literacy, 74(5).
Schleppegrell, M. J. (2011). Supporting disciplinary learning through language analysis: Developing historical literacy. Disciplinarity: Functional linguistic and sociological perspectives, 197-216.
Schleppegrell, M. J., Achugar, M., & Oteíza, T. (2004). The grammar of history: Enhancing content‐based instruction through a functional focus on language. TESOL quarterly, 38(1), 67-93.
Schleppegrell, M. J., Greer, S., & Taylor, S. (2008). Literacy in history: Language and meaning. Australian Journal of Language and Literacy, The, 31(2), 174.
Spires, H. A., Kerkhoff, S. N., & Graham, A. C. (2016). Disciplinary literacy and inquiry: Teaching for deeper content learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161.
Rainey, E. C. (2017). Disciplinary literacy in English language arts: Exploring the social and problem‐based nature of literary reading and reasoning. Reading Research Quarterly, 52(1), 53-71.
Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of second language writing, 6(2), 105-137.
Rouse, A. G., Kiuhara, S. A., & Kara, Y. (2021). Writing-to-Learn in Elementary Classrooms: A National Survey of US Teachers. Reading and Writing, 1-35.
Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of educational Psychology, 83(1), 73.
Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American educational research journal, 28(3), 495-519.
Wineburg, S., & Reisman, A. (2015). Disciplinary literacy in history: A toolkit for digital citizenship. Journal of Adolescent & Adult Literacy, 58(8), 636-639.
Zwiers, J., O'Hara, S., & Pritchard, R. H. (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Stenhouse Publishers.
Zygouris-Coe, V. (2012). Disciplinary literacy and the common core state standards. Topics in Language Disorders, 32(1), 35-50.