Content Reading
Mia Armour
Grand Canyon University
July 8, 2007
Content
Reading
Content Area Classroom & Reading
• What is a content area
classroom?
– A classroom where
instruction is directed on a
specific subject area, such
as reading, math, science.
Content Area Classroom & Reading
• Why is reading critical for
content area instruction?
– “Reading is a powerful means of
communication.”- (Vacca &
Vacca, 2008,p.1)
– Reading encompasses all subjects,
making it impossible for students to
learn without the ability to read
and comprehend material being
read.
– It is estimated that once a student
leaves high school, 90% of his
reading will be to acquire
information, 10% for pleasure.
Content Area Classroom & Reading
• How is reading a part of a
content area classroom?
– Instructions require students
to be competent readers.
– Content area classrooms
have cognitive academic
language.
Content Area Classroom & Reading
• continued...
– Reading involves
communication through
speaking to develop
meaning.
– “Language isn’t language
unless meaning-making is
involved. Oral language
without meaning is mere
prattle.” (Vacca & Vacca,
2008, p.11)
Content Area Classroom & Reading
• continued…
– Expository text require acute
reading and comprehension
abilities.
• In order to comprehend text
successfully, skilled readers must be
able to decode and pronounce
words quickly and accurately,
read with fluency, activate
vocabulary knowledge in relation
to the language of the text, and
put into play text comprehension
strategies.
• -Vacca & Vacca, 2008, p.13
Content Area Classroom SuccessImportance of Reading
• Good pre-reading and writing
strategies motivate, stimulate,
and accelerate learning.
• “Teachers engage students in
reading through the use of
instructional strategies and
discussion-based learning
activities.” (Vacca & Vacca,
2008, p.211)
Content Area Classroom SuccessImportance of Reading
• Prior knowledge in reading is
the most important influencing
factor.
• “Activating prior knowledge
and generating interest create
an instructional context in
which students will read with
purpose and anticipation.”
(Vacca & Vacca, 2008, p.184)
Content Area Classroom SuccessImportance of Reading
• Successful reading skills
enables students to set
goals in their learning.
• Learning goals can be
developed as students
learn more effective
reading strategies.
Content Area Classroom SuccessImportance of Reading
• Reading also enables students
to analyze and find purpose.
• Students are encouraged “to
think aloud as they read, to
help the pursue meaning and
also to demonstrate how they
are processing the information
in the text.” (Gillet, 2004, p.45)
Content Area Classroom SuccessImportance of Reading
• Reading allows students to
infer meaning in expository
texts.
• Expository text are often
difficult for students to
grasp meaning. Practicing
reading and strategies in a
content area class,
strengthens these skills.
Content Area Classroom- Literacy
• Literacy should be
deliberate.
• Teachers should purposely
find good rich text that
highlights their content
area.
Content Area Classroom- Literacy
• Teachers should have a positive
attitude about teaching
literature.
• “When you combine your
knowledge of research with our
professional common sense,
you will find yourself more
engaged in more effective
practices.” (Slavin, 2006, p.15)
Content Area Classroom- Literacy
• Content instruction should be
studied and known well by the
teacher.
• Intentional teachers are
thoughtful. When they take
action, they are purposeful and
think about why they do what
they do.” (Slavin, 2006, p.15)
Content Area Classroom- Literacy
• Well written text should be
chosen in the content of the
class.
• “The way in which information is
organized in text makes a
difference in the way we
understand and use the
information. Good readers
recognize and correctly
respond to different
arrangements in text.” (Gillet,
2006, p.340)
Content Area Classroom- Literacy
• Text should be interesting
to students.
• If text are interesting the
students will consume
more and be introduced
to thousands of words of
vocabulary in one school
year. This will equip them
to expand their
vocabulary.
Content Area ClassroomCharacteristics of Comprehension and
Scaffolding
• Good readers should look over
text before they read, noting
structure to gain
comprehension.
• “When students preview a
reading selection, they do not
begin to read it; they scan
each page, looking at
illustrations and text features
such as boldface print and
heading.” (Gillet, 2006, p.295)
Content Area ClassroomCharacteristics of Comprehension and
Scaffolding
• Accurate recognition of more
than 90% of the words in
running text is necessary for
effective instructional-level
reading.
• “Try to determine the meaning
of unfamiliar words and
concepts in the text.” (Vacca &
Vacca, 2008, p.16)
Content Area ClassroomCharacteristics of Comprehension and
Scaffolding
• “Students should be let to think
about text before, during and
after reading.” (Vacca &
Vacca, 2008,p.16)
• When we can somehow relate
what we red to our prior
knowledge, we understand
and remember more clearly.”
(Gillet, 2004, p.293)
Content Area ClassroomCharacteristics of Comprehension and
Scaffolding
• Instructional scaffolding is the
provision of sufficient supports
to promote learning when
concepts and skills are being
first introduced to students.
These supports may include
–
–
–
–
Resources
A compelling task
Templates and guides
Guidance on the development of
cognitive and social skills
Content Area ClassroomCharacteristics of Comprehension and
Scaffolding
• When teachers scaffold they
introduce concepts such as
– Modeling
– Challenging
– Praise
– Background Knowledge
– Group Discussion
– Semantic Mapping
– Vocabulary Development
References
Gillet, J.W., Crawford, A.N., & Temple, Charles. (2004). Understanding Reading Problems
Assessment and Instruction. New York: Pearson Allyn and Bacon
Grand Canyon University. (2005). Reading 583 Lecture One. Phoenix, AZ. Grand Canyon
University.
North Central Regional Educational Laboratory. (n.d.) Scaffolding retrieved July 8, 2007 from
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1scaf.htm
Slavin, R. E. (2006). Educational Psychology. (7th ed.) Boston: Allyn & Bacon.
Texas Center for Reading and Language Arts (TCRLA). (2002). Enhancing Learning Through
Reading and Writing Strategies in the Content Areas retrieved July 7, 2007 from
http://www.texasreading.org/downloads/special_ed/SEDsecondaryoriginal/2002_Content
AreasOriginal.pdf
Vacca J. & Vacca R. (2008). Content Area Reading Literacy and Learning Across the
Curriculum. Boston: Allyn & Bacon.
Wikipedia. (2007). Instructional Scaffolding retrieved July 8, 2007 from
http://en.wikipedia.org/wiki/Instructional_scaffolding