The following are resources that I have found to be useful in exploring the relationships between music and literacy. If you know of other great resources, please let me know so that I can include them on this list (and read them myself!).
AdLit approaches literacy for adolescent students, providing a necessary focus on literacy for middle and high school students. Unlike many sites that specialize in developmental literacy, this site outlines practices for continuing literacy.
Common Core State Standards provides an outline for strategies in literacy study. Take particular note of the often-overlooked Appendix B that include extensive information on sample tasks.
Project CRISS is national program for literacy instruction across content areas. While the program and website require registration and training, the newsletter that is publicly available provides valuable strategies for the classroom across content areas.
Visible Thinking by Project Zero looks at learning broadly and emphasizes critical thinking and awareness of students' learning processes, including literacy.
Read, Write, Think is an outstanding resource for innovative ideas about literacy with teacher provided lesson plans and other resources for a range of strategies. While relatively few apply directly to music, they do provide great starting points for further strategies.
Reading Rockets is for K-3 students and addresses developmental literacy strategies and theories. It breaks literacy down into its constituent parts and focuses on approaches for working with children at all levels.
ReadingQuest discusses literacy from the social sciences. Many of these discussions and strategies readily adapt into the music classroom as well to support content area literacy.
Teaching English has literacy strategies from beginning readers through adults and includes unique strategies and units for a wide range of literacy needs.
Broomhead, P. (2010). (Re)Imagining literacies in music classrooms. In R. J. Draper
(Ed.), (Re)Imagining content-area literacy instruction. (pp. 69-81). New York, NY:
Teachers College Press.
This chapter outlines a definition of music literacy and its component tasks of performing, listening, contemplating, and creating. It continues by describing how music teachers and literacy specialists can work together to improve music literacy.
Hansen, D., Berstorf, E., & Stuber, G.M. (2014). The Music & Literacy Connection.
(2nd ed.). Lanham, MD: Rowman & Littlefield Pub.
This book is the only text I know of that focuses specifically on the interaction between music and literacy. It is an outstanding overview of literacy for the non-literacy specialist and provides extensive strategies and examples for utilizing literacy strategies and support literacy within the music classroom, K-12. The new edition includes new chapters on secondary-level, performance classrooms (I am happy to have been able to contribute to that chapter) and current neuro-scientific research about the cognitive connections between music and literacy.
Feret, A. J., & Smith, J. J. (2010). Literacy skills in music class: Tool for
preservice teacher growth. Visions of Research in Music Education, 15. 1-26.
This article describes a group of pre-service teachers experiences with fundamental literacy activities in a music classroom and reports their use of these strategies in their own teaching practice.
Weidner, B.N. (2013). Supporting common core reading literacy in the music
performance classroom. Illinois Music Educator,73(3), 55-59.
This article includes applied strategies for supporting literacy within the music classroom.