Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture
Abstract
David G. O'Brien, Roger A. Stewart, Elizabeth B. Moje, Why Content Literacy Is Difficult to Infuse into the Secondary School: Complexities of Curriculum, Pedagogy, and School Culture, Reading Research Quarterly, Vol. 30, No. 3 (Jul. - Aug. - Sep., 1995), pp. 442-463
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Students' beliefs, values, and knowledges support and constrain teachers' practices and the dominant structures of the secondary school.
“O'Brien et al. (1995) argued that students' beliefs, values, and knowledges support and constrain teachers' practices and the dominant structures of the secondary school.”
From Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008) · cites this paper as O'Brien et al., 1995
Many pre- and inservice teachers argue for a 'pedagogy of telling' which allows them to cover vast amounts of information in short periods of time.
“Many argue for a”
From Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008) · cites this paper as O'Brien et al., 1995
Cited by
Sorted by citations
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change
Moje, E. B. (2008) · Journal of Adolescent & Adult Literacy · doi:10.1598/jaal.52.2.1 · Cited by 785 · see citing works
Self-citationScientific literacy: A systemic functional linguistics perspective
Fang, Z. (2005) · Science Education · doi:10.1002/sce.20050 · Cited by 439 · see citing works
Lai, M. K., Wilson, A., McNaughton, S., & Hsiao, S. (2014) · Reading Research Quarterly · doi:10.1002/rrq.73 · Cited by 69 · see citing works
- Authors
- O'Brien, D. G., Stewart, R. A., & Moje, E. B.
- ORCID
- Moje, Elizabeth B.
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1995-07
- Volume
- 30
- Issue
- 3
- Pages
- 442
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2084654693
- Cited by
- 297
- References
- 0
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 5 · 2023: 4 · 2022: 7 · 2021: 9 · 2020: 9 · 2019: 12 · 2018: 14 · 2017: 14 · 2016: 22 · 2015: 22 · 2014: 23 · 2013: 15 · 2012: 20
- FWCI
- 6.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Research Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Literacy, Media, and Education
- Keywords
- content area literacy, secondary schools, course program, pedagogy, school culture, literacy education, reading instruction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
