Reading is an interactive process in which readers research, develop thoughts and share ideas about a particular piece of literature. It becomes a meaning making process when individuals read to understand, and formulate view points about a topic or issue. It also enables readers to develop vocabulary from, and construct knowledge based on the information they have encountered. Reading in content area should produce these results for students. However, many times it fails and this is why I think such a course was developed.
My understanding of Content Area Reading and Writing is that it aims at helping teachers develop an awareness of their students’ reading and writing abilities in content areas. It also considers the various techniques that teachers can employ to enhance their students’ skills in reading and understanding the contents of the subject texts that they read.
Many students, even those who excel in English, encounter problems in content areas because of an inability to read effectively. Even while teaching Literature I realized that students had comprehension problems because the language of (Shakespeare – Old English), and experiences in the text were foreign to them. Research, role play, poetry writing, drawing, discussion, and shared intensive reading were some of the strategies used to get them interested and involved in the lesson. Many of the strategies helped bring out the students’ responses to the text; these responses were later documented as their notes.
In some circumstances, content teachers do not address reading and writing problems in students as they believe this should be done primarily by English teachers. They deal with writing problems by accepting phrases, and not proper sentences, as responses, even in exams. This makes the job of the English teacher even more difficult as getting students to break away from using phrases to write well is challenging. What worked for me was helping students develop an appreciation for writing by helping them realize that it is an effective communication tool, it is a response to what they have read and this response highlights their understanding of the text, and it presents an account of them.
Taking an Andragogical Approach
11 years ago
You seem to have had some prior knowledge of content area instruction. You are absolutely correct in saying that students who excel in English do have comprehension problems. This suggests that strategic teaching is not only intended to address the reading deficiencies of low achievers but for all students, even those who are described as 'good'.
ReplyDeleteI guess that now we have covered text organisation that you, like me have realised that even though students are able to read narrative text in English Language, they may not be able to read the expository text which is the text structure of the textbooks in the content area.
ReplyDeleteWe have also learnt alot about the strategies that can be used before, during, and after reading. You mentioned that the students were not able to connect with the Shakespearian literature because they couldnt relate to the experiences. I think this statement that you made hints on the importance of stimulating students prior knowledge.
Jeanne,very good point, well taken!
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