Jesseca Sullivan
Raritan Valley Community College
Why worry about reading when
teaching a content area?
“Finally, we need to create assignments
and courses that offer students not only
challenges but also some control in how
they meet those challenges as a way to
help them find the pleasure in writing and
reading creatively and critically.”
(Williams, 2005, p.342)
Pre-Reading
what readers do before
reading
Pre-Reading Strategies
“Just as athletes warm up before a game to
prepare their bodies for success, a few
minutes spent on pre-reading activities can
help students read and learn successfully.”
(Rasinski, Padak, & Fawcett, 2010, p.189)
Pre-reading strategies can build
background knowledge
 Background knowledge can assist in
comprehension

Pre-Reading Strategies
Student Driven

Skimming
 Remind students to read headings,
subheadings, key words, etc.
 Make predictions about what the chapter
will be about
 Record ideas about what is already known
and how it might relate to the new topics
being discussed in the reading
Pre-Reading Strategies
Teacher Driven
•
Chapter Goals-Set the Purpose for
Reading
• Preview the chapter to the students by
listing at most, four chapter goals before
reading the chapter.
• While reading, the students can collect
information to support the chapter goals
Textbook Example
Chapter Goals From Textbook
Transferring Goals into NotesExample
A. Goals and Tasks of Promotion
B. Communication Process
C. Elements of the Promotional Mix
F. Integrated Marketing Communications
Pre-Reading Strategies
Teacher Driven

Preview and Discuss Vocabulary Before
Reading
 Analogies: “…analogies easily apply to
nearly any topic or subject area. Moreover,
students engage in sophisticated reasoning
as they determine or infer the relationship
between word pairs and extend the
relationship to a second pair.”
(Rasinski, Padak, and Fawcett, 2012, p.154)
Pre-Reading Strategies
Teacher Driven

Example Vocabulary Activity
 Possible Sentences:
1.) Select 6-8 vocabulary words from text with
brief definitions
2.) Select 4-6 more words that are familiar
3.) Students write sentences containing 2 or
more words from the listed words
4.) Review sentences after reading
“…Possible sentences not only enhances vocabulary
but it is also an effective comprehension strategy.”
(Rasinski, Padak, & Fawcett, 2010, p.154)
Pre-Reading Strategies
Teacher Driven

Word Splash
 Teacher picks 8-15 words and displays them
before reading
 Students write a prediction about the
meaning of the words/phrases
(Beers, 2003, p.94)
Pre-Reading Strategies
Teacher Driven

Tea Party
 Teacher lists out several lines or phrases
from the text
 Students select phrases and predict how
they might be related.
 Students will check predictions after reading
(Beers, 2003, p.96)
Tea Party Strategy-Example
Teacher Handout Example
Student Response Example
Content Area: Marketing
Text: MKTG by Lamb/Hair/McDaniel 2013
“I predict that the second
quote, the one about
mystery shoppers, is an
example of observation
research mentioned in the
first quotation. I think this
because mystery shoppers
are hidden shoppers, and
they are observing what’s
happening in a store.”
“In contrast to survey research, observation research
depends on watching what people do.” (p.154)
“The interaction is not an interview, and
communication occurs only so that the mystery
shopper can observe the actions and comments of the
employee.” (p.154)
“Ethnographers directly observe the population they
are studying.” (p.155)
“After data analysis has been completed, the
researcher must prepare the report and communicate
the conclusions and recommendations to
management.” (p.158)
During Reading Strategies
What Readers Can Do During Reading
During-Reading Strategies
Student Driven
“Text discussions during and after reading have
long been recognized as effective means of
enhancing students’ comprehension and
learning.”
(Rasinski, Padak, & Fawcett, 2010, p.195)

Say Something
(Beers, 2003, p.105)
 Students make notes while they are reading (ask
a question, clarify, comment, or make a
connection)
Say Something Strategy Example
(Beers, 2003)
Content Area: Education
Text: Supervision and Instructional Leadership (Glickman, Gordon, and RossGordon, 2010)
Student Responses While Reading
Sample Student
Comment/Connection
While Reading
p.137: After reading about the
behaviors of supervisors, I think I
have directive control behaviors. I
like to lead others like my friends,
who come to me with problems, to
their own solutions, not just tell
them what to do.
Sample Student
Question Recorded
While Reading
“What does it mean by
“Interpretation leads to
resistance?” (p.237) How do
supervisors resolve conflicts
with teachers who are
reporting different events?”
After Reading Strategies
Collaboration Between Teacher and Student
Skimming: Teach students to look back, to
review what they’ve read after reading.
 Summarize: Using their notes, students
should practice summarizing the key parts of
the chapter in their own words. (Partner
Activity During Class)
 Reread

Final Thoughts

Multiple Exposure
 Newspaper Article
 Website (resource for students)

Group Discussions
 “In cooperative learning groups, students
come to rely less on the teacher and more on
one another.” (Alvermann & Phelps, 2005, p.72)
 Provide specific questions to guide group
discussions
References
Alvermann, D.E. & Phelps, S.F. (2005). Content reading and
literacy: Succeeding in today’s diverse classrooms (4th
ed.). Boston, MA: Pearson.
Beers, K. (2003). When kids can’t read
what teachers can do: A guide for
teachers 6-12. Portsmouth, NH:
Heinemann.
Wiliams, B.T. (2005). Are we having fun yet? Students, social class,
and the pleasures of literacy. Literacy and Identity, 48(4),
338-342.
Rasinski, T.V, Padak, N.D., & Fawcett, C. (2010). Teaching
children who find reading difficult (4th ed.). Boston, MA:
Pearson.