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‫ الكتب التجارية عالية الجودة ومجالات المحتوى الدرا�سي‬:‫الف�صل الثالث‬

‫مراجع‬
Adams, A. E., & Pegg, J. (2012). Teachers enactment of content literacy
.strategiesinsecondaryscienceandmathematicsclasses JournalofAdolescent
& Adult Lit- eracy, 2(56), 151–161. doi:10.1002/JAAL.00116
Fisher,D.,&Frey,N.(2015).Selectingtextsandtasksforcontentareareading
and learning. The Reading Teacher, 68(7), 524–529. doi:10.1002/trtr.1344
Hassett, D. D., & Scheible, M. B. (2010). Finding space and time for the
visual in K-12 literacy instruction. In M. Cappello & B. Moss (Eds.),
Contemporary Read- ings in Literacy Education (pp. 325–331). Thousand
Oaks, CA: SAGE Publications.
Hoffman, J. L., Collins, M. F., & Schickedanz, J. A. (2015). Instructional
- .chal lenges in developing young childrens science concepts The Reading
Teacher, 68(5), 363–372. doi:10.1002/trtr.1325
Mallett,M.(2010).Choosingandusingfictionandnon-fiction3-11:Acompre-
. : .hensive guide for teachers and student teachers New York, NY Routledge
Olness, R. (2004). Using literature to enhance content area instruction: A
-guide for K 5 teachers. Newark, DE: International Reading Association.
Yopp, R. H., & Yopp, H. K. (2012). Young childrens limited and narrow
exposure to informational text. The Reading Teacher, 65(7), 480–490.
doi:10.1002/TRTR.01072

‫م�صادر �إ�ضافية‬
Avgerinou, M., & Ericson, J. (1997). A review of the concept of visual
literacy. British Journal of Educational Technology, 28(4), 280–291.
doi:10.1111/1467-8535.00035

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