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Reading & Writing > Grades 6 - 8 > Reading in the Content Areas: Strategies for Success
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Reading in the Content Areas: Strategies for Success
As most teachers know, effective reading skills are a critical key to academic success.
Proficient Readers vs. Struggling Readers
The difference between a successful and unsuccessful reader is the ability to effectively apply strategies to a “difficult text.” Consider the meaning of “difficult text” for a moment.
The difference between a successful and unsuccessful reader is the ability to effectively apply strategies to a “difficult text.” Consider the meaning of “difficult text” for a moment.
A reader who holds a Ph.D. in history may find a manual on building a car engine to be a "difficult text." However, one can assume that a Ph.D. is an expert reader, one who will apply internalized reading strategies repetitively in order to attain comprehension. Such a reader rereads, paraphrases, considers context, infers, questions, reflects, and perhaps even consults other materials without conscious decision. The application of reading skills to a difficult text is automatic for a proficient reader.
A struggling reader, on the other hand, either holds no intrinsic repertoire of reading strategies, or applies such strategies only to texts with which he or she is comfortable. Thus, simple reading strategies built into a content lesson can provide a struggling reader with the scaffolding necessary to meet success.
Reading Instruction in Content Classrooms
Incorporation of reading instruction into the content classroom is not as daunting as one might believe. Any reading assignment can be broken down into three comprehension-building steps:
Incorporation of reading instruction into the content classroom is not as daunting as one might believe. Any reading assignment can be broken down into three comprehension-building steps:
Step One: Before Reading
This step activates a knowledge base upon which students can build and establishes a purpose for reading.Before Reading Strategies
brainstorm · predict · skim · assess prior knowledge · preview headings · learn crucial vocabularyStep Two: During Reading
This step allows students to measure comprehension, clarify, visualize, and build connections.During Reading Strategies
reread · infer · question · support predictions · summarizeStep Three: After Reading
This step expands prior knowledge, builds connections, and deepens understanding.After Reading Strategies
reread · confirm predictions · summarize · synthesize · reflect · question
Sample Introductory Science Reading Using Reading Strategies
Let us assume a science teacher discovers that several students in her heterogeneously grouped class are having difficulty reading the passages about atoms in their science textbook. What reading strategies might she employ to aid these students?
Before Reading
- Provide background information about atoms, explaining that atoms make up every known object.
- Explain that while scientists have never seen an atom, they have collected sufficient information to create a model of an atom.
- Establish a purpose for reading by stating that the students will see labeled diagrams of atoms to help them learn about the parts and characteristics of an atom.
During Reading
- After reading in small groups, pairs or individually for several minutes, pause and ask students to pair and take turns explaining what they have learned thus far about atoms and charges.
- Using individual two-column learning logs, pause at intervals during reading and ask students to phrase a question about the passage just read, then pair, exchange logs and allow the partner to write a question in the second column.
After Reading
- Have students work in groups to identify parts of the atom on a diagram, identifying the charges for each as well.
Another activity is the KWL chart. Before reading, students complete the first column of the chart, what I know about atoms, and the second column, what I want to learn about atoms. After reading, the third column, what I learned about atoms would be completed.
Incorporating learning aids such as graphic organizers and reading anticipation guides into reading assignments can also help students visually organize content.
With either introductory activity, the content focus is atoms, but students have been engaged in a purpose for reading.
Learn More About Reading in the Content Areas
Teaching Reading in Middle School
by Laura Robb
ISBN: 0590685600/352 pages/2000
This work presents a variety of before, during, and after reading strategies that are easily applicable to content classrooms.
by Laura Robb
ISBN: 0590685600/352 pages/2000
This work presents a variety of before, during, and after reading strategies that are easily applicable to content classrooms.
Into Focus:
Understanding and Creating Middle School Readers
edited by Kylene Beers and Barabara G. Samuels
ISBN: 0926842641/ pages/1996
This volume is filled with everything a teacher wants and needs to know about middle school readers. It includes ideas for content area teachers to incorporate reading improvement skills into their classrooms.
Understanding and Creating Middle School Readers
edited by Kylene Beers and Barabara G. Samuels
ISBN: 0926842641/ pages/1996
This volume is filled with everything a teacher wants and needs to know about middle school readers. It includes ideas for content area teachers to incorporate reading improvement skills into their classrooms.
Words, Words, Words:
Teaching Vocabulary in Grades 4-12
by Joan Allen, Ed.D
ISBN: 1571100857/160 pages/1999
Allen translates research into effective teaching practice as she outlines strategies for vocabulary instruction.
Teaching Vocabulary in Grades 4-12
by Joan Allen, Ed.D
ISBN: 1571100857/160 pages/1999
Allen translates research into effective teaching practice as she outlines strategies for vocabulary instruction.
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