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I thought that reading is just reading. When you read graphic symbols and words and make the meaningful statements, this can be considered as literacy in reading. If a person is not fluent in reading have a slow pace in reading, we cannot say that that person is illiterate. Also, this can be related to comprehension that I reliazed that comprehension would be enough for literacy in reading and fluency can occur im upper ages. Phonological awareness should be automatized in upper ages and one child can comprehend words and sentences but still is literate.

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In the disciplinary literacy article, much of what content area literacy was and entailed seemed to be assumed...I had to look up what exactly was meant by it in order to grasp fully the differences between disciplinary and content area literacy.

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I knew that language learning happens as a social process, but guess I didn't really connect that reading would function in the same way, that it's a larger scale social dialogue as opposed to a small conversation; one needs to be taught strategies for joining these varied dialogues.

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I did not realize the scope of the problem with school textbooks. It is very unfortunate that this situation is not going to change any time soon even though the problem is obvious.

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I was really surprised by the discussion of school textbooks. I had no idea that research shows them to be ineffective/inadequate.

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I was very impressed by the discussion of prosody. I knew intuitively that prosody showed good reading skills, but the discussion about prosody and comprehension strengthening each other really made that concept clear.

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Each content area requires very different approaches. I knew this, wasn't aware that there were such vast differences, or that educators were resistant to teaching literacy lessons within their content areas.

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I was surprised at the amount of research that shows that textbooks in school are ineffective and poorly written. What makes schools choose certain textbooks? How do schools remain accountable to stakeholders (ie., taxpayers) when they are using materials that are mediocre?

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Content Area versus Disciplinary Literacy

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Content Area versus Disciplinary Literacy

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The differences between content area literacy and disciplinary literacy were discussed in the article, but the similarities between content area literacy and disciplinary literacy were not discussed. There was not much information presented in the article about content area literacy.

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Involvement of Parents and Other Supports 

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Involvement of Parents and Other Supports 

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The Moje & Ellison (2016) article mentioned that learning occurs in settings other than school. This reaffirms the importance of parental involvement when it comes to student learning.

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I struggle with knowing that outside supports help student learning because the reality is that there are far too many students without supports.

On the other hand, I like the discussion about bridging culture (from home) into learning literacy. This is so important in schools today, and I feel like too often this is not taken into consideration when teaching children.

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Gah! Schools buy textbooks based on the "sales pitch" or current trend.

The disconnect between what is needed based on research and what is produced and sold to schools is troubling.

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I was surprised about the disconnect between practice and research because coming from a special education background, all of our practice, instruction, and intervention is directly derived and driven by research.  

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I was surprised about the disconnect between practice and research because coming from a special education background, all of our practice, instruction, and intervention is directly derived and driven by research.  