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How do comprehensio
How do students and scaffolding relate
Why is content literacy
achieve content to literacy in content
important?
literacy? classrooms?
The Answer
Students who learn how to
read texts critically
develop content literacy
proficiency; therefore,
reading is critical in Read
180
content area classrooms.
ABCDE
...
Rationale for Reading in
Content Areas
21st century jobs demand it.
- technology driven jobs require critical
reading skills
- workers who read well, communicate well
in writing.
- direct correlation with productivity
- outsourcing of jobs requiring less
education
- reading and writing in digital format
require speed and critical thinking skills
Critical reading in content
classrooms:
- helps students become
strategic
readers and writers of
informational
texts
- emphasis is shifting from
knowledge-
transmission to self-directed
inquiry
- students who can’t read
critically across
Additionally, critical
reading:
helps students differentiate between
narrative and expository texts
teaches students strategies for activating
prior knowledge
helps students engage in meta-cognition
gives students the ability to develop study
skills and utilize graphic organizers, identify
organizational patterns and master concept
knowledge
How do students become
literate in content area
classrooms?
Research-based instructional strategies that
show students how to:
Read to learn new information
integrate new information with prior knowledge,
obtain crucial information from text,
construct new knowledge,
think critically about what they read,
develop a critical stance toward texts, and
remember what they have learned.
Critical Reading
Instructional Strategies
Examples
Word Identification strategies
Vocabulary Instruction strategies
HEART
RAFT
Summarizing
Nonlinguistic Presentation
Word Identification
o Necessary for reading fluency and comprehension
o Competency leaves students free to make meaning.
o Allow for decoding of multi-syllabic words, especially in
secondary grades where textbooks can be challenging to
some readers.
Strategies
Contextual Analysis – word meaning derived from context or how
it’s used in sentence or paragraph
Phonetic Analysis – word meaning derived from letter-sound
relationships
Structural Analysis – meaning derived from recognizing units such
as prefixes, word roots, suffixes
Vocabulary
What the research says…
Students should acquire 3,000 new words per year (Nagy &
Anderson, 1984; Nagy & Herman, 1987)
Vocabulary knowledge is fundamental to comprehending
text (Nagy, 1998)
More complex vocabulary equals more success in reading
across content (Simons & Kameeniu, 1990.
Students need to apply appropriate content vocabulary in
their respective disciplines, but also across the curriculum.
Students must know the meanings and relationships of
words and how they are used in context (Baumann &
Kameeniu, 1991)
Strategies for Vocabulary
Instruction
Association Processing – link new word to
synonyms or specific context
Comprehension Processing – apply associations
to the word – prior knowledge or experiences
related to the word.
Generation Processing – students define the
word in their own words and generate their
own sentences using the word. The word is
assimilated into their vocabulary repertoire.
Semantic Mapping- create word maps of new
words and how they relate to prior knowledge,
definitions and etymology
Strategies
Students create physical models of the setting of a story or
concepts in science or math.
Mental Models displayed through graphic organizers
Use pictures or use pictographs to enforce mental images.
Kinesthetic activities and sign language.
How do comprehension and scaffolding
relate to content area literacy?
http://www.nmsa.org/Publications/MiddleSchoolJournal/Articles/November2004/Article2
/tabid/129/Default.aspx
Bryant. D et. al. Instructional strategies for content area reading instruction.
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true&db=ehh&AN=1818414&loginpage=Login.asp&site=ehost-live
Hill, J & Bjork, C. (2008). Classroom instruction that works with english language
Development
Moss, B.(2005). Making a case for effective content area literacy instruction in the
Vacca, R, & Vacca, J. (2008). Content area reading: Literacy and learning across the