Content Area Reading Instruction Research Articles

Mathematics Teachers’ Competencies

This study was conducted to mathematics teachers’ competencies in reading instruction. Specifically, this study sought to describe mathematics teachers’ knowledge of reading and their extent of implementation of reading strategies. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies. Thus, this study suggests that the findings be used by school administrators, policymakers, and Department of Education officials as baseline in providing teachers with support in terms of undergoing professional development undertakings related to reading instruction.

Improving Content Area Acquisition of Middle School Students With and Without Reading Difficulties: Evidence-based Instruction Implemented in General Education Classrooms

<p>本研究主要目的在探討普通班學科閱讀教學對中學生學習表現的成效。本研究採準實驗設計，首先於台北地區招募國中社會領域教師參與者2人，實驗組學生即為教師參與者授課班級學生，共182人，對照組學生來自另一所學校，共119人，學生參與者皆為七、八年級學生，合計301人，實驗與對照組在閱讀相關能力基準線一致。實驗組教學為普通班第一層級社會領域學科閱讀教學，以海洋國家為議題，共6節課，於彈性課程實施。對照組學生則未接觸任何閱讀教學，也未接觸實驗教學之文本、材料。實驗教學之教材與教學資源皆由研究者設計提供，並透過教師專業發展培訓提供支持。為確保教師依據研究設計執行教學，本研究以教學觀察進行處遇精準度評量，包括教學忠誠度與教學傳遞品質。研究者首先以全體樣本檢驗實驗教學對整體學生的成效，再進一步於實驗、對照組區分出38與31位閱讀困難者，以進一步檢驗實驗教學對閱讀困難者之成效。研究發現實驗教學對中學生學科學習的近遷移有效，包括學科詞彙、知識與閱讀理解；此外，實驗教學亦有助於維持閱讀困難中學生的學科閱讀理解，顯示證據本位學科閱讀教學可於第一層級落實，並適用於所有學生。本研究基於上述研究結果，對中學階段學科教學實務提出建議。</p> <p> </p><p>This study examined the effects of a content area reading instruction (treatment) implemented by middle school social studies teachers. Two teacher participants were recruited from one public school in Taipei. Overall, 182 students from teacher participants’ classes were recruited for treatment condition, and another 119 student participants were recruited for comparison from another public school. There were a total of 301 participants, all of which were seventh- and eighth-graders. Using a quasi-experimental design, baseline equivalence between treatment and comparison groups was established on the related reading measures. The treatment instruction was a Tier-1, six-session content area reading instruction focusing on ocean topics in social studies. All the treatment lessons, including detailed instructional scripts, texts, and teaching materials, were developed and provided to the teachers by the researcher. The comparison group was not exposed to any reading instructions, nor to the texts and materials of the treatment instruction. A treatment fidelity check including adherence and quality of delivery was conducted during the entire teaching by observations to ensure the treatment fidelity. The overall treatment effect on students was examined on the entire sample. Next, 38 and 31 students with reading difficulties were identified according to the general reading comprehension measure in both groups. The treatment effects on students with reading difficulties were further examined using this subsample. Results showed that students who received the treatment outperformed those in the comparison group on proximal measures, including academic vocabulary, content area knowledge, and content area reading comprehension. The content-area reading comprehension performance of students with reading difficulties remained consistent with treatment but significantly decreased in comparison. In addition, the results indicate that the treatment was facilitative for students both with and without reading difficulties in general classrooms, implying the effectiveness as well as the importance of the evidence-based content area reading instruction implemented in the Tier-1 setting. Further conclusions and suggestions concerning content area instructional practices were specified based on the findings of the study.</p> <p> </p>

Teachers’ Level of Knowledge of Reading and Content Area Reading Instruction

The content area teachers' competencies were determined using a descriptive research methodology based on their level of knowledge of the nature of reading and content area reading instruction. Data were collected using the Assessment Tool on Teachers' Level of Knowledge of the Nature of Reading and Content Area Reading Instruction. To enhance the answers acquired from the survey questionnaire, unstructured interviews were used. Frequency count and mean were used to evaluate and interpret data gathered from teacher-respondents' level of knowledge of the nature of reading and content area reading instruction. Generally, the teacher-respondents were found to be moderately knowledgeable of the nature of reading and content area reading instruction. The common issues in content area reading instruction include teachers’ lack of knowledge and skills, insufficient number of content area reading instruction training activities available for teachers, and resistance to implement and integrate reading instruction and strategies.

Integrative and illustrative: Multimodal acquisition, comprehension, and composition

In this study, we examine evidence of transfer from reading instruction to students’ learning of language arts and historical content as demonstrated by their independent writing and growth in background knowledge. We taught a unit in a sixth-grade language arts classroom in which students learned about design elements of graphic novels (e.g., line, color) and typical features (e.g., gutter, panel) to bolster reading comprehension, using a historically accurate graphic novel about the American Revolution as an anchor text. We asked, (a) When students are taught about elements of graphic novels during content-area reading instruction, in what ways are they able to demonstrate understanding of those elements in independent compositions? (b) Does this type of instruction also build historical content knowledge? Results indicate that students were able to simultaneously learn about the graphic novel form and the content of the focal text.

Exploration of Social Studies Teachers’ Experiences of Reading Practices: A Phenomenological Study

In this phenomenological study, I aimed to describe the perceptions of social studies teachers’ lived experiences about their reading practices that may have influence on the development of students’ reading comprehension. Data were collected from interviews and handwritten interview notes were analyzed by using qualitative data analysis. Sixteen middle school social studies teachers were recruited in different schools in a city in Turkey for this study. Three themes emerged from the data analysis in the study: reading comprehension skills and strategies, teaching practices and instructional practices. The results of this study yielded two findings: first, the majority of the teachers did not benefit from best practices, reflecting the highly interactive nature of the reading comprehension process; instead they often used the reading tasks or practices in traditional sense in-class. In addition, these teachers found feelings of inadequacy in terms of providing students with instruction in reading comprehension strategies due to their lack of training of content area reading instruction. Second, a few teachers believed that providing instructional scaffolding to support the development of students’ reading comprehension was of primary importance in terms of building understandings and skills for social studies reading achievement.

Inservice teachers’ perception of a language-based approach to Content Area Reading

Recent spotlight on adolescent literacy has once again put content area reading at the forefront of discussion. A recurring theme in this discussion is the call for new approaches that engage students in 'close, attentive' reading of richly complex content area texts. One such approach is functional language analysis, or FLA (Fang and Schleppegrell, 2008, 2010). Although the approach has garnered considerable interest among literacy scholars, it is less clear how it is perceived by teachers. This study explored 39 inservice teachers' perception of FLA. The teachers, who enrolled in an online content area reading course, were asked to read and respond to a textbook that describes FLA. Their responses were analysed using a constant comparative method that is inductive, data driven, and iterative. The analysis revealed that the teachers were interested in but apprehensive about the linguistically informed approach. The finding suggests that successful implementation of FLA in content area reading instruction requires that teachers develop deep, overt knowledge about language and be provided ongoing support.

Content area reading pedagogy and domain knowledge: a Bourdieusian analysis

The twofold purpose of this study was to trace prospective and practicing mathematics teachers’ understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two pairs of prospective and practicing mathematics teachers to develop, implement, and reflectively evaluate four lessons. A multilevel mentoring approach was used to leverage the valuing of domain knowledge in mathematics. Course materials, lesson plans, teacher reflections, mentors’ feedback, interviews, and case reports were analysed using Bourdieu’s concepts of cultural capital, field, and misrecognition. Results indicate that despite the study’s focus on prioritising domain knowledge through pedagogical mentoring, the instances in which such knowledge were integrated effectively with reading instruction varied in relation to a mentor’s expertise in mathematics. If reading teacher educators are to support prospective and practicing mathematics teachers in content area reading instruction, additional sources of mathematics cultural capital are needed.

Speech-Language Program Offers Tantalizing Choices

You have accessThe ASHA LeaderASHA Convention Coverage1 Aug 2010Speech-Language Program Offers Tantalizing Choices Shari RobertsonPhD, CCC-SLP Shari Robertson Google Scholar More articles by this author , PhD, CCC-SLP https://doi.org/10.1044/leader.ACC4.15092010.21 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In The theme of the 2010 ASHA Convention, “Leadership Into New Frontiers,” is particularly appropriate as we gather in Philadelphia—a city with a rich tradition of hosting leaders of revolutionary change. The speech-language pathology program committee has done an outstanding job developing innovative invited sessions focusing on leadership across a variety of applications (for a list of committee members, visit the Convention section on ASHA’s website). In addition to including nationally known leaders in the field, the 2010 program features a large number of international speakers, esteemed experts in related fields, and cross-disciplinary exploration of topics. Convention attendees will be able to choose from more than 1,800 sessions—short courses, poster presentations, seminars, and technical sessions—a veritable smorgasbord of tantalizing choices. The following are just some of the tempting tastes Convention-goers can sample in Philadelphia. The Early Language in Victoria Study (ELVS) Series. ELVS is a multidisciplinary project funded by the Australian National Health and Medical Research Council involving Murdoch Children’s Research Institute, Royal Children’s Hospital in Melbourne, La Trobe University, and Melbourne University. Sheena Reilly, an international leader in children’s research, will present the results of this study in terms of both language (The Early Language in Victoria Study [ELVS]: 4-year-old outcomes) and stuttering (Stuttering Onset and Recovery: Early Language in Victoria Study). Patricia Eadie, honorary research fellow at Murdoch Children’s Research Institute, will co-present the session on language outcomes. The Disciplinary Literacy Series. This unique three-part sequence of sessions will focus on the new frontier of content-area reading instruction for middle-school and secondary students. Don’t miss this opportunity to review the current evidence and explore intervention techniques and applications with Tim Shanahan, Barbara Ehren, and other leaders in literacy instruction. Leadership in Communication Disorders. ASHA President Tommie Robinson, ASHA Executive Director Arlene Pietranton, and Pennsylvania Speech-Language-Hearing Association past president Craig Coleman will explore pathways to leadership in national and state associations. Research and Researchers Without Borders: Global Issues and Trends. Participants will learn from and interact with leaders in research from around the world. Bringing their expertise from such places as Hong Kong, Australia, and Great Britain, these esteemed colleagues will share data and invite discussion to stimulate the exploration of new frontiers in research and practice. Discovery of Genetic Mutations That Cause Stuttering. Dennis Drayna, chief of the Section on Systems Biology of Communication Disorders in the Laboratory of Molecular Genetics at the National Institute on Deafness and Other Communication Disorders (National Institutes of Health), will present on this cutting-edge topic and interact with sessions participants. Application of Biofeedback to Motor Speech Disorders. Leaders in state-of-the-art technology such as electropalatography, ultrasound, and electromagnetic articulatography will discuss the use of these biofeedback tools in the treatment of motor speech disorders. Lifelong Bilingualism: Linguistic Costs, Cognitive Benefits, and Long-term Consequences. Ellen Bialystok, a distinguished research professor of psychology at York University and associate scientist at the Rotman Research Institute of the Baycrest Centre for Geriatric Care, will present this unique session. Short Courses. These special three-hour courses require preregistration. Here are two examples that may be of interest to you: Leadership Pathways in Measurement and Assessment: A 30-Year Retrospective. Elisabeth Wiig and Wayne Secord will examine the evolution of standardized assessment models. Interventions for Speech Sound Disorders in 2010. Participants will explore cutting-edge interventions around the globe with North American experts as well as international panel members Sharynne McLeod, Elise Baker, and Barbara Dodd from Australia; Fiona Gibbon from Ireland; and Anne Hesketh from England. These selections are just a sampling of the menu of outstanding continuing education opportunities that await you in Philadelphia. We are especially grateful to ASHA members and ASHA affiliates (including our international speakers) who volunteer their time and efforts as invited speakers. These colleagues’ willingness to support ASHA makes it possible to offer a consistently high-quality Convention experience for our members. I look forward to greeting you in the birthplace of our nation and The City of Brotherly Love! Author Notes Shari Robertson, PhD, CCC-SLP, speech-language pathology co-chair of the 2010 Convention and professor of speech-language pathology at Indiana University of Pennsylvania, can be reached at [email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 15Issue 9August 2010 Get Permissions Add to your Mendeley library History Published in print: Aug 1, 2010 Metrics Downloaded 49 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2010 American Speech-Language-Hearing AssociationLoading ...

Preparing Secondary Students for 21st Century Literacy Through Content-Area Reading Instruction

Preparing Secondary Students for 21st Century Literacy Through Content-Area Reading Instruction

Instructional Strategies for Content-Area Reading Instruction

Students with reading disabilities in middle and high school grades need assistance in content-area reading to integrate new information with their prior knowledge, to obtain important information from the text, and to remember what they have read. Thus, content area reading instruction is an important component of all secondary curricula and includes strategy instruction in word identification, vocabulary, and comprehension skills. The purpose of this article is to present an overview of the components of content-area reading instruction and to describe instructional strategies that can be used to teach students with reading disabilities how to approach content area reading.

Teachers' early recollections of learning to read: Applications in reading teacher education in the content areas

Abstract This paper focused on a study in which 214 elementary and secondary teachers responded to a questionnaire on their early reading experiences. Special emphasis was placed on understanding teachers' perceptions related to the reading process by examining their early recollections of learning to read. A comparative analysis between reported positive and negative recollections yielded highly significant findings related to the variables: setting, age, most significant other, and locus of control. Implications and recommendations for the development and implementation of teacher education courses on content area reading instruction are discussed along with directions for future research.

A HISTORICAL VIEW OF CONTENT AREA READING INSTRUCTION

Abstract This article follows content area reading instruction as it originates in the early 1900's. The debate between oral reading versus silent reading was an important factor leading to the development of content area reading instruction. In the early programs of content area reading, researchers and administrators were extremely enthusiastic about this new approach. During the 1940's and 1950's, they made tremendous changes in their philosophy of reading and in the reading practices incorporated schoolwide. Once the topic of content area reading instruction became prevalent, it was met with resistance. Studies in the 1960's and 1970's examined teacher education programs and found part of the problem was in the preparation of preservice teachers. A second problem in the integration of reading instruction in the content areas was discovered through classroom observations and interviews in the 1980's. Very little reading was assigned in the content area textbook. In 1990, a third problem, in the resista...

Factors influencing preservice teachers' resistance to content area reading instruction

Abstract Factors Influencing preservice secondary teachers’ resistance to content reading are delineated via a qualitative research study. Excerpts from multiple data sources are highlighted and discussed to illustrate factors Influencing resistance, including constraints found In the teaching workplace and perconceived models of the role of teacher in the classroom. Limitations of the study are discussed. The significance of the findings to successful incorporation of content area reading into the secondary classroom are discussed.

Content area teachers’ attitudes and practices toward reading in the content areas: A review

Abstract In an earlier review, Moore, Readence and Rickelman (1983) explored the historical foundations of content area reading instruction. They suggested further research needs to be conducted as to actual classroom practices regarding content area reading instruction. In investigating content area teachers’ practices, a logical first step is to investigate the attitudes that content area teachers hold toward incorporating reading instruction in their classrooms. This article, then, presents a review of the literature related to content area teachers’ attitudes toward teaching reading in the content areas. The research reviewed suggests four major findings: (1) content area teachers know less than they need to know about reading in general and about reading skills unique to their content areas; (2) attitudes toward reading instruction vary with respect to instructional level, level of knowledge of reading, and content area taught; (3) teachers are willing to enroll in content area courses; and (4) such ...

“An investigation of current attention to the early literature on content area reading instruction”

Abstract The research question addressed in this study was “what is the extent and nature of the pre‐1950 literature on content area reading instruction that contemporary authors draw from and cite?” Forty‐seven pre‐1950 references were identified as major contributions. These references were searched in the 1969 to 1981 Social Science Citation Index to determine the frequency of citation of each of them. Results reveal that contemporary writers mainly attend to only two pre‐1950 references. The nature of these references are discussed and conclusions are drawn. The main conclusion is that current writers neglect a large body of historical literature on content area reading instruction. Educators and researchers concerned with this area should investigate its foundations in order to tie emerging concepts with old concepts.

A first step in content area reading instruction

A first step in content area reading instruction

An Historical Exploration of Content Area Reading Instruction

THIS PAPER is an historical examination of recommendations for content area reading instruction. Such recommendations proliferated during the first half of this century as modern education emerged from the tradition of mental discipline. The writings of humanists, developmentalists, and scientific determinists were utilized by influential educators to demarcate the field of content area reading instruction. Five issues that confront educators today are rooted in the early writings. The issues include (a) locus of instruction, (b) reading demands of various subjects, (c) study, (d) reading materials, and (e) age focus. The purpose of this paper is to clarify the specialty of content area reading instruction and identify gaps in the knowledge base underlying this specialty.

Defining content area reading instruction

Defining content area reading instruction

The Effect of Work-Type Reading Instruction Given in the Ninth Grade

Previous articleNext article No AccessThe Effect of Work-Type Reading Instruction Given in the Ninth GradePaul B. JacobsonPaul B. Jacobson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 40, Number 4Apr., 1932 Article DOIhttps://doi.org/10.1086/439321 Citations: 7Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:Donna E. Alvermann, Gaoyin G. Qian PERSPECTIVES ON SECONDARY SCHOOL READING: IMPLICATIONS FOR INSTRUCTION, Reading & Writing Quarterly 10, no.11 (Dec 2008): 21–38.https://doi.org/10.1080/1057356940100103Beverly Guido, Clyde G. Colwell A rationale for direct instruction to teach summary writing following expository text reading, Reading Research and Instruction 26, no.22 (Jan 1987): 89–98.https://doi.org/10.1080/19388078709557900John E. Readence, David W. Moore “An investigation of current attention to the early literature on content area reading instruction”, Reading World 23, no.44 (Jan 2010): 299–307.https://doi.org/10.1080/19388078409557780Clyde G. Colwell, John Helfeldt The paragraph as a semantic unit: Theory into practice, Reading World 22, no.44 (Jan 2010): 332–345.https://doi.org/10.1080/19388078309557723A. Sterl Artley A Study of Certain Relationships Existing Between General Reading Comprehension and Reading Comprehension in a Specific Subject- Matter Area, The Journal of Educational Research 37, no.66 (Dec 2014): 464–473.https://doi.org/10.1080/00220671.1944.10881269 Chapter III: General Conditions Affecting Teaching and Learning, Review of Educational Research 3, no.44 (Jun 2016): 338–348.https://doi.org/10.3102/00346543003004338William S. Gray Summary of Reading Investigations (July 1, 1931 to June 30, 1932), The Journal of Educational Research 26, no.66 (Dec 2014): 401–424.https://doi.org/10.1080/00220671.1933.10880322

Reading Guided by Questions versus Careful Reading and Re-Reading without Questions

Previous articleNext article No AccessReading Guided by Questions versus Careful Reading and Re-Reading without QuestionsEleanor HolmesEleanor Holmes Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 39, Number 5May, 1931 Article DOIhttps://doi.org/10.1086/439186 Views: 9Total views on this site Citations: 21Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:Gerry A. Coffman The influence of question and story variations on sixth graders' summarization behaviors, Reading Research and Instruction 34, no.11 (Sep 1994): 19–38.https://doi.org/10.1080/19388079409558169John E. Readence, David W. Moore “An investigation of current attention to the early literature on content area reading instruction”, Reading World 23, no.44 (Jan 2010): 299–307.https://doi.org/10.1080/19388078409557780J.T. Dillon Categories of literature on questioning in various enterprises: An introduction and bibliography, Language Sciences 3, no.22 (Jan 1981): 337–358.https://doi.org/10.1016/S0388-0001(81)80005-8J. Howard Johnston, Glenn C. Markle What Research Says to the Practitioner — About Instructional Questions, Middle School Journal 11, no.44 (Sep 2015): 28–30.https://doi.org/10.1080/00940771.1980.11495567Thomas Andre Does Answering Higher-Level Questions While Reading Facilitate Productive Learning?, Review of Educational Research 49, no.22 (Jun 2016): 280–318.https://doi.org/10.3102/00346543049002280Margaret B. Jones The Effect of Specificity of Reading Purposes on Children's Reading Achievement, Journal of Reading Behavior 8, no.44 (Sep 2016): 405–413.https://doi.org/10.1080/10862967609547196Raymond Duscher How to Help Social Science Students Read Better, The Social Studies 66, no.66 (Feb 2015): 258–261.https://doi.org/10.1080/00220973.1943.11019437George W. McConkie, Keith Rayner Investigation of Reading Strategies: I. Manipulating Strategies through Payoff Conditions, Journal of Reading Behavior 6, no.11 (Sep 2016): 9–18.https://doi.org/10.1080/10862967409547072Jerry Stafford Oral reading diagnosis and purposes for reading, Reading World 13, no.11 (Jan 2010): 5–12.https://doi.org/10.1080/19388077309557215James Hartley The effect of pre-testing on post-test performance, Instructional Science 2, no.22 (Aug 1973): 193–214.https://doi.org/10.1007/BF00139871Lawrence T. Frase On learning from prose 1, Educational Psychologist 10, no.11 (Oct 2009): 15–23.https://doi.org/10.1080/00461527309529084Ronald P. Carver A Critical Review of Mathemagenic Behaviors and the Effect of Questions upon the Retention of Prose Materials, Journal of Reading Behavior 4, no.22 (Sep 2016): 93–119.https://doi.org/10.1080/10862967109546983 James Hartley The effects of pretesting on post-test performance following self-instruction: A summary, NSPI Journal 10, no.1010 (May 2008): 7–11.https://doi.org/10.1002/pfi.4180101008James Hartley, Janet Holt, Fiona Swain THE EFFECTS OF PRE‐TESTS, INTERIM TESTS, AND AGE ON POST‐TEST PERFORMANCE FOLLOWING SELF‐INSTRUCTION, Programmed Learning and Educational Technology 7, no.44 (Jul 2006): 250–256.https://doi.org/10.1080/1355800700070402 Charles E. Goudey Reading-Directed or Not?, The Elementary School Journal 70, no.55 (Oct 2015): 245–247.https://doi.org/10.1086/460574Lawrence T. Frase Questions as Aids to Reading: Some Research and Theory, American Educational Research Journal 5, no.33 (Jun 2016): 319–332.https://doi.org/10.3102/00028312005003319Patricia Wright THE USE OF QUESTIONS IN PROGRAMMED LEARNING, Programmed Learning and Educational Technology 4, no.22 (Jul 2006): 103–107.https://doi.org/10.1080/1355800670040204Norman Frederiksen The Influence of Timing and Instructions on Cooperative Reading Test Scores, Educational and Psychological Measurement 12, no.44 (Dec 1952): 598–607.https://doi.org/10.1177/001316445201200406Norman Frederiksen THE INFLUENCE OF TIMING AND INSTRUCTIONS ON COOPERATIVE READING TEST SCORES, ETS Research Bulletin Series 1951, no.11 (Aug 2014): i–13.https://doi.org/10.1002/j.2333-8504.1951.tb00022.x Chapter I: English Language, Reading, and Literature, Review of Educational Research 4, no.55 (Jun 2016): 449–461.https://doi.org/10.3102/00346543004005449 Chapter III: General Conditions Affecting Teaching and Learning, Review of Educational Research 3, no.44 (Jun 2016): 338–348.https://doi.org/10.3102/00346543003004338