Content Area ReadingNakia GardnerGrand Canyon UniversityRDG 583 The Role of Reading in Content Area ClassroomsNovember 4, 2009

Content Area Reading in the Classroom

What are content areas?

• Content areas are areas of study in schools that apply to subjects other than reading and writing.

• The content areas include subjects such as social studies, science, history, and math.

What is content area reading?

• Content area reading is reading that takes place in the content areas using content-specific literacy skills

(Literacy Matters, n.d.)

The Need for Quality Teachers in Content Areas

• Teachers should know more than the subject matter that needs to be taught

• Quality teachers organize materials, activities, and instruction based on student’s background knowledge-this allows students to engage in active learning

• Teachers with these qualities know about and teach content area literacy

(Vacca, R.T & Vacca, J.L., 2008)

How is reading critical to content areas?

• General literacy skills and content-specific literacy skills are needed to make meaning of what is read in textbooks

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Reading in the content areas results in better learning of

content material

• The techniques that are developed and used help to deepen the students’ understanding of the material thus, increasing their ability to learn the material being taught

(Feathers, K., 2004)

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It helps students to become independent learners

• Students are able to understand what the text says, and teachers no longer need to tell them

• This allows more time for activities to increase student learning and invoke deeper understanding of content

• Allows students opportunities to apply what they have learned

(Feathers, 2004)

Successful Learners

Why reading is important for helping the learner be successful in the content area

classroom

• Students need to be able to read to learn

• Reading must be used to explore and construct meaning with authors, teachers, and other students

(Feathers, 2004)

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• Reading is a tool that students must have in order to construct, clarify, and extend meaning in a given content area

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• Reading strategies must be utilized to comprehend text

• Reading strategies include:• Activating prior knowledge• Using knowledge of text structure• Asking questions while reading• Testing inferences• Evaluating meaning of text

(Literacy Matters, n.d.)

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• Students who cannot read:

• Are hindered in developing content area knowledge

• Lack purpose for reading

• Do not connect text information to their personal lives

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Reading in the content area teaches non-fiction reading skills such as:

• Using technology as a resource for reading

• Understanding quantitative literacy• Using primary and secondary resources• Technical information

(Literacy Matters, n.d.)

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• Learners can be successful

• by improving their fluency in content area texts

• increasing their vocabulary in content areas

and

• using higher level thinking skills

The concept of literacy in content area classrooms

• Because literacy must be taught in content area classrooms, there are instructional reading and writing practices that should be covered.

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• How to read expository text should be reinforced in a content area classroom. Reading expository text includes:

• Text readings

• Discussions

• Questions and answers

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• Trade books should be used in a content area classroom

• They allow for deeper understanding of topics

• The students are more likely to make life connections with trade books

• They enhance student discussions

• Students will be more likely to read them than the text

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• Reading strategies are used and should be reinforced in the content area classroom

Strategies to be reinforced should include:

• Before reading strategies

• During reading strategies

• After reading strategies

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• Vocabulary• Graphic organizers• Anticipation guides• Cooperative learning• Reciprocal teaching• Writing• Technology integration

All pieces that are crucial to the concept of literacy in the content area

classroom

Characteristics of comprehension and scaffolding in content are classrooms

Comprehension characteristics

• Instruction that is effective in developing multiple strategies that fosters comprehension as well as teaching the strategies themselves

• Teaching strategies while teaching subject matter improves students’ comprehension of text and struggling readers will benefit from the use of strategies

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• Teaching vocabulary enhances text comprehension for all students and especially ELL students

• Graphic organizers used to assist with comprehension of text and vocabulary

• Exposure to different types of text

(Vacca & Vacca, 2008)

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Scaffolding Characteristics

• Scaffolding helps learners to do what they cannot do at first

• Instructional scaffolding helps support learners achieve literacy tasks they may have not been able to do before

• Provides necessary support students need when they attempt new tasks

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• Provides the opportunity for teachers to model the strategies needed to complete tasks

• Teachers need to understand the diversity that exists among the students, and plan for active learning environments while supporting students’ efforts to learn with texts

• All students benefit from scaffolded instruction in the use of text learning strategies.

(Vacca & Vacca, 2008)

Resources

• Feathers, K. (2004). Infotext: reading and learning. Toronto, Ontario: Pippin Publishing Corporation.

• Literacy Matters, (n.d.) Retrieved October 30, 2009 from http://www.literacymatters.org/content/overview/definition.htm

• Vacca, R.T., & Vacca, J.L., (2008). Content area reading: literacy and learning across the curriculum. Boston, MA: Allyn & Bacon.