Abstract: In this study, we examined the application of literacy modalities and strategies during instructional practices in middle and high school discipline specific classrooms. The modalities include listening, speaking, reading, writing, viewing and visually representing. We used social interactive, cognitive and constructivist models as a frame to explore teachers’ shared knowledge about applying literacy modalities during instruction. Initially, many content area teachers (i.e., math, science, social studies, history, language arts) did not know how to apply literacy modalities and strategies in teaching and learning. After professional development, teachers integrated the literacy modalities with appropriate strategies within and across their content disciplines and found that most students were better able to effectively understand and communicate the content. They realized that the integration of the six literacy modalities were necessary tools for teaching and learning the content, and not an added responsibility.

 

Key words: disciplinary literacy, modalities, literacy practices, content area literacy