A Few Recommendations on How to Conduct In-Service Reading Instruction for Content-Area Teachers

1975 ◽  
Vol 64 (2) ◽  
pp. 81 ◽  
Author(s):  
Jerome Axelrod
Keyword(s):  
Reading Instruction ◽  
Content Area ◽  
Content Area Teachers

What reading strategies make sense to content area teachers?

Reading World ◽  
1980 ◽  
Vol 19 (3) ◽  
pp. 265-271 ◽  
Author(s):  
Nicholas P. Criscuolo ◽  
Richard T. Vacca ◽  
Joseph J. LaVorgna
Keyword(s):  
Reading Strategies ◽  
Content Area ◽  
Content Area Teachers

Effective Practices for Teaching Content Area Reading

2020 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Content Area Reading ◽  
Content Area ◽  
Grade Levels ◽  
Content Acquisition ◽  
Social Studies Instruction

Adequate reading skills are necessary for college and career readiness and success in the work force, but many students do not have sufficient reading skills. The 2019 National Assessment of Educational Progress demonstrated that fourth- and eighth-grade students had made little to no progress in reading since the previous report in 2017. Elementary level students often receive dedicated English language arts instruction during the day, but this is not always true for secondary level students . One way that educators can support students across the grade levels is by providing evidence-based reading instruction within content areas (i.e., science and social studies instruction). Researchers have investigated ways for teachers to provide high-quality content area reading instruction to support the reading comprehension and content acquisition of students in general education settings. Previous research suggests that paraphrasing and text structure instruction support readers’ identification of key ideas and the integration of those ideas across paragraphs and passages when reading content area texts. These practices align with reading comprehension theory in support of conscious text processing while reading. Teaching readers to generate main ideas during reading may improve the reading outcomes and content acquisition outcomes not only for typical readers but also for struggling readers and those identified for special education. Educators’ implementation of such practices within science and social studies instruction may improve students’ reading performance and content learning across grade levels.

scholarly journals Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs

2007 ◽  
Vol 24 (2) ◽  
pp. 42 ◽  
Author(s):  
Eleni Pappamihiel
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
English Language ◽  
Immigrant Students ◽  
The United States ◽  
Content Area ◽  
Attitudes And Beliefs ◽  
Content Area Teachers ◽  
Safe Learning Environment

In the United States and Canada, as in many other countries, it has become common for teachers not specifically trained in English as a second language (ESL) to have immigrant and minority language students in their classrooms. These students, who are generally learning English along with the culture of their new countries, present many challenges for their teachers, who are often not appropriately trained to meet their needs. Often teachers of mathematics, science, and other content-area courses feel less than prepared for these students and lack the skills needed to accommodate instruction to their unique needs. In addition, these same teachers often harbor attitudes and beliefs about immigrant students that are not conducive to the development of a safe learning environment and are difficult to alter. This article describes how a community-based service-learning project (CBSL) was used to begin to investigate the attitudes and beliefs of preservice content-area teachers toward English language learners (ELLs). In this study many participants exhibited some level of change in their attitudes about working with ELLs.

Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy

2008 ◽  
Vol 78 (1) ◽  
pp. 40-59 ◽  
Author(s):  
TIMOTHY SHANAHAN ◽  
CYNTHIA SHANAHAN
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Content Area Literacy ◽  
Disciplinary Literacy ◽  
Content Area ◽  
Comprehension Strategies ◽  
Content Area Teachers ◽  
School Settings ◽  
Adolescent Readers ◽  
Best Fit

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.

Scaffolded Reading Instruction of Content-Area Texts

2014 ◽  
Vol 67 (5) ◽  
pp. 347-351 ◽  
Author(s):  
Douglas Fisher ◽  
Nancy Frey
Keyword(s):  
Reading Instruction ◽  
Content Area

Using the discourse domain hypothesis of interlanguage to teach scientific concepts: Report on a case study in secondary education

2017 ◽  
Vol 55 (4) ◽  
pp. 413-454
Author(s):  
Fernando Naiditch ◽  
Larry Selinker
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Content Area ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
Content Area Teachers ◽  
Linguistic Support ◽  
Rhetorical Function ◽  
Support Teacher ◽  
Domain Transfer

Abstract This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners’ interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function “definition,” with discourse level semantic choices, and attendant grammar, with ELL data gathered by the teacher residents. Correct definitions in expected grammatical form point to an understanding of the scientific concept within the discourse domain, providing evidence that the science or mathematics content has been understood by the student. In our data analysis, we concentrated on the semantics and grammar of this rhetorical function, but other functions kept intruding, especially “classification”. Cross-language transfer appears not to be a factor, but cross-domain transfer is. Finally, we discuss how the marriage of this view of interlanguage with safe rule rhetorical/grammatical functions can better support teacher preparation, especially given how challenging teaching ELLs is for content area teachers.

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