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Direct linkWeinberg, Aaron; Wiesner, Emilie; Fulmer, Ellie Fitts – International Journal of Research in Undergraduate Mathematics Education, 2023
In this study, we investigated the literacy practices of undergraduate calculus students and non-mathematics STEM faculty members as they read excerpts from a calculus textbook. We found several differences in their practices that appeared to be tied to the didactical nature of the excerpts and the participants' identities and power relationships…
Descriptors: Content Area Reading, Literacy Education, Mathematics Education, Textbooks
Davis, Dennis S.; Huang, Becky; Yi, Tanisha – Reading Research Quarterly, 2017
Previous research has identified various factors that contribute to readers' comprehension of expository texts, including strategy expertise, language proficiency, prior knowledge, and more recently, readers' beliefs about knowledge. This study addresses the need to understand the relative contributions of these predictors to readers'…
Descriptors: Middle School Students, Science Materials, Reading Materials, Reading Comprehension
Carlson, James R. – Literacy Research and Instruction, 2015
The Common Core State Standards (CCSS) have increased expectations for stakeholders (students, teachers, teacher educators) to gain knowledge, skills, and dispositions related to discipline-specific ways of reading and writing. Despite the increased rigor, implementation of disciplinary literacy practices varies widely by content, grade level, and…
Descriptors: Social Studies, Preservice Teachers, Student Teacher Attitudes, State Standards
Peer reviewedMosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)
Descriptors: Content Area Reading, Mathematics Instruction, Reading Processes, Reading Strategies
