Term Paper: Teaching Reading in the Content

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[. . .] Thus emphasis is being laid on enabling the students to go beyond the acquisition of capability to find out simple meanings out of their readings. Deanne Camp suggests pairing of narrative and factual texts by the instructors as an addition to the content areas. (McKenna; Robinson 2001) The factual texts are introduced to cater to the needs of the students in answering their exercises and queries in a straight forward manner and the narrative texts afford to place the substances in an easy understandable mode. Besides, an effort has also been made for redefining the concept of the text. The comprehensibility of the texts by the students depends upon their backgrounds. The contributions of researchers and critics made it clear about the impossibility of differentiating classroom approaches of reactivating the basic prior knowledge from the environmental contexts in which the learning is being done. (Vacca; Vacca, 1999)

It has been discovered by many of the teachers that it is not adequate to simply provide the primary school students with good literary texts and devise a good reading strategy. The text on approach to reading must first find out the various ways of teaching the reading strategies for making the most out of it. Reading Apprenticeship, a new design, has been developed with modification of the strategies of content reading. The representation of literacy as a complex informative and societal process and teaching as informative training is the base of such instructional strategy. In their transition from beginners to experts the students are guided, illustrated, comprehended, and assisted by the teachers in their fullest possible representation. The mode of perception, interaction, study and writing defers from subject to subject. (Ryder; Graves 2002)

The teachers having the required expertise in the respective fields are therefore regarded as the most effective place of acquisition of the necessary subject specific skills. The concept of Reading Apprenticeship presents the teachers and students as the associates in their collaborative search of reading being engaged in content area. This instructional strategy finds out the skills and capabilities of the students to extend critical infrastructure for their inquisitiveness and supporting the necessary methodology in their reading, their association in the curriculum, supplementing their substance reading, etc. The approach is perceived in terms of integrated dimensions of classroom teachings that the teacher and students strive to explore. (McKenna; Robinson 2001)

The societal dimension of the approach involves in creation of a reader class in the society who through their literacy skills afford to connect their interests with the aggregate social community that they strive to learn. The personal aspect of the approach of Reading Apprenticeships seeks to help the students improve the knowledge about themselves as readers, their motive in reading and their objectives for enhancement of reading. The necessary infrastructure of the students constitutes the multifarious literary skills that are attained in their day-to-day efforts as a part of learning and teaching. The cognitive aspect of the Reading Apprenticeship strives to include the teaching and understanding approaches that makes available necessary instruments for evaluation of the comprehension level, extension as solutions as assistance in comprehension and infusing the necessary facilities in reading.

In order to tune the brain to accept the learning of new capabilities, it is essential that the students are continuously interacted with the learning materials. Simply playing a piano without a previous knowledge only produces a random sound; however, its repeated practice infuses the necessary skill for producing the desired music. Similar is the case with the reading. Studies in this field reveal that repeated engagements in reading enhance necessary expertise. Persistent practice is essential in acquisition of the new skills. Concentrated efforts on a particular skill enable the students in developing more nervous assistance for attainment of the skill within a reduced period. (Roe; Stoodt; Burns, 1987)

Training for a running competition will not be adequate with half-hearted joggings as the physique requires more preparations that the sprinters do. The attainment necessary skills for reading also involve a similar process. Adequate concentration must be made on the basic skills so as to attain the necessary expertise in reading. In an environment of training the students in varied fields the importance of concentration on one or more specified skills is seen in the total understanding of the contents. The combination different food supplements in a meal constitute nutritious food and similarly reading on different aspects makes the student efficient in various talents. The specialized reading instructions involve adapting capacity. The instructional level is gradually being compatible to the skill level of the students. The process of training entails the students identify various answers and adapt the training level with progress of the students in accessing various instructional materials. (McKenna; Robinson 2001)

This flexibility enables the students to face the critical situation and not disappointed and adequately attentive to the training instructions and enjoy the training with learning through assignments. Necessary inspirations continue the students interested to become attentive to the training materials and regularity of the training. The interests of the students are roused with induction of different incentive approaches for continuance of their attentions and strengthening continuance of their training. The teachers are considered as a catalyst that assists reading since reading is considered to be a primary force in the content area. The content area teachers helps the students learn the new ideas they come across from the texts on the background of the knowledge they already possess. (Vacca; Vacca, 1999)

The contemporary studies emphasize on the systematic approaches associated with effective reading that affords to construct the appropriate meanings while reading. The learners are required to be aware of the varied approaches of reading and comprehension of the different fields of study, capable of analyzing the varied descriptive texts, and exhibit flexibility in their reading approaches of different subjects in order to be successful in the field of content area studies. Establishing a relationship between the reading and writing enables the students in exhibiting their skill of comprehension and reading. It is also essential to teach the students about the utilization of the contemporary information and communication technologies as a part of the teaching of reading. Strategic teaching involves selective teaching and learning approaches that ensures improvement of the skills of the students to absorb learning and become self-oriented and capable self-learning.

Presently, many teachers consider themselves in the transitional process perceiving redefinition of the instructional approaches to teaching and learning. The insightful teachers emphasizing on their inquisitiveness of what they are performing, the mode of performing and purpose of their performance tries to experiment with different mode of instructional practices. Supplementations of the content area teaching by picture books are emphasized by Lettie Albright. The list of picture of books according to her may contain fictions, informative texts and poetry. However, they are required to be adequately illustrative in order to exploit the benefits of illustrations in comprehension and experience. Various underlying principles in study of the picture books are put forth by Albright. She seeks to explain the reading of picture books aloud. According to her, reading aloud of the picture books is considered to be an appropriate approach in view of its abridged format, intensive treatment of the contents and effects of content. (Ryder; Graves 2002)

Besides, the picture books deals with varied subjects and capable of being used appropriately in all fields of content area. Even though, the picture books seem to be ignored by the intermediate and middle school teachers on the ground of its limited applicability to the younger children, however, their use in respect of the older readers are considered significant in view of its concerning with stronger themes. Multifarious benefits are noticed in reading aloud particularly in the field of content area. The significance of reading aloud is viewed by Alevermann and Phelps in attracting attention of the students, their motivation, as a prelude to a new topic, demonstration of practical applications of the terms of study, in infusing a sense of humor in the classroom. Similarly, students find the informative books stimulating and enjoyable when read aloud. Presently, the books are quite exhilarating in contrast to that available in the past. (McKenna; Robinson 2001)

To conclude, the better reading experiences are determined by the perceptions of the students, their objective at the moment, their discussion with teachers and among fellow students, the classroom surroundings and the influence of infrastructural support to the instructional strategy and daily routine in the school and classroom. The literacy is considered to be a fertile field necessitating cultivation involving a complicated process. Besides, the strategy for improvement of the literacy levels is to be further strengthened with adequate research in the field of elementary and secondary education.

References

McKenna, Michael C; Robinson, Richard D. (November, 2001) "Teaching through Text; Reading and Writing in the Content Areas" Pearson Education

Moore, David; et. al. (1998) "Developing… [END OF PREVIEW]

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