Before a student can even begin to understand how to read expository content within a text book, they must first begin to read meaningfully and they reasons behind why they read. Reading is not just for entertainment, it is also used to acquire information. Reading any form of text opens its audience, the reader, to the world without them having to buy a plane ticket or putting them in dangerous situations to gain firsthand experience (content within storybooks or novels). Reading opens one’s “cognitive eye”. Once a tolerance for reading is achieved, students can gather information from every text that they read, whether fact or fiction. Reading in content area is basically about “students interacting with text before, during, and after reading.” When presented with a topic, students “draw on their prior knowledge, set a purpose, and anticipate questions ... use word identification strategies (e.g., structural analysis, syllabication) to decode unfamiliar multisyllabic words and context clues to figure out the meaning of technical terms. They read between the lines to make inferences” then “reflect, synthesize ideas across sources, and make further interpretations.” There are several strategies that can be implemented for improving students’ content area reading. It is possible for teachers to help students by previewing the focus of work prior to the assignment of independent reading. The context and background schema of new material become a lot easier for students to retain by implementing this strategy. By engaging students in a group discussion about what they already know about the topic, it is possible that the students may learn from one another. The use of anchor charts citing students’ prior knowledge and questions ... ... middle of paper ... ...ved December 28, 2009, from Reading Strategies: Scaffolding Students' Interaction with Test: http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/interactivenotebook.htm Greece Central School District. (n.d.). Sociogram. Retrieved December 28, 2009, from Reading Strategies: Scaffolding Students' Interactoin with Text: http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/sociograms.htm Lemon, D. (2004, January). Strategies for Teaching Reading Across the Content Areas. Retrieved December 28, 2009, from http://uncw.edu/ed/ncteach/documents/ReadAcross.pdf Williams, M. (n.d.). ESL Strategies for Content Area Reading: Making Science and Social Studies Texts Comprehensible for ELLs. Language Study. Retrieved December 28, 2009, from http://languagestudy.suite101.com/article.cfm/esl_strategies_for_content_area_reading
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Vacca, Richard T., Vacca, Jo Anna L., and Mraz, Maryann (2011). Content Area Reading: Literacy and Learning Across the Curriculum(10th Edition). Boston: Pearson.
Overall, teachers need to take into account all six critical areas of reading when teaching. No matter the subject or time constraints, teachers need to incorporate all areas into the curriculum. Reading is a complex process. If a student does not know to read, a student will never to be able to achieve their best. When using all six areas teachers are using a balanced literacy approach and create greater success for students to succeed in reading and writing.
Donald M. Murray, in this article entitled “Reading as a Reader” is talking about how reading is an unique, an essential, and a necessary aptitude for human beings in their society. While illustrating his point of view, the author stresses on the idea that our attitudes towards reading is directly linked to the systematic approaches we have while facing a article or a book. In this article, he said that: “If we approach a text believing that we are not readers, or that we can’t read, that attitude may make it more difficult for us to understand the challenging text.”(Murray, 2). Throughout those words, Murray emphasizes that we should consider the process of reading as a learning process, and as a way of deepening the capacity we have as readers. We should have an open-mind while engaging with a reading, and understand that it may always not be our fault if it comes that the text we are reading is difficult. In clear, it is all part of the process of improving ourselves. Then, Murray, in his well structured writing, portrays differents types of reading and also gives us some tips on how to approach them.
Burns, Paul C.,Roe, Betty D., and Ross, Elinor P. (1992). Teaching Reading in Todays Elementary Schools. Boston: Houghton Mifflin Company.
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
We know that “All teachers are teachers of reading,” but what does that mean to you? What are the responsibilities of a content-area teacher in regard to reading instruction? Why should content-area teachers teach reading? How will/do you teach reading strategies in your classroom? What opportunities will/do you provide students to practice reading your content?
My role as an instructor was to make my students engage with reading as a constant practice not just in the language they were learning, but also in Spanish. Despite the constraints of a given curriculum, I managed to offer my students an environment where they were exposed to multiple reading strategies and practices. I promoted open discussions about the topics my students were interested to read about. However, through this experience, I was not able to identify struggling readers. I thought that if the reader is struggling, the best way to overcome this difficulty is by reading more.
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
That is the goal of being a fluent reader. Mrs. Baughman uses the components of a story to teach comprehension. The components of the story are the setting, the plot, the conflict, and the resolution. If students can easily pick out the answers for the components of a story then their comprehension is growing. Another way to teach comprehension is by using graphic organizers like Venn-diagrams, story maps, and cause and effect charts. Teachers can also ask questions to make sure students understand the text. Not only does the teacher need to ask questions, but so do the students. If a student can ask questions, and with guidance answer it themselves they understand the material. The same goes with summarizing texts. A good way to check comprehension is to see how well the students summarized the texts. Doing so, can show if they really understand the material or they are just reading without thinking about it. Group work is a good way for students to share their thoughts on texts and help explain it to others in an easier way. If students do not comprehend text then their reading skills for the future will not be good. Teaching comprehension is not by just asking questions. There are many ways to check it that give a better view on how students are
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
I believe that every student has the ability to learn how to read in one form or another. I must assess all of my students’ learning styles in order to meet their specific needs in the development of reading. I must also provide them with meaningful instruction and with a variety of rich appropriate books. It is crucial that my students are motivated to learn how to read, and I can do this by providing them with that meaningful instruction and by using books that will hold their interests and attention. It is my job to motivate them to learn how to read, so they will then want to read independently when they start to gather those skills.