Content Area Reading is Different from Narrative Text Reading'

1
Content Area Reading is Different from Narrative
Text Reading.
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Content area reading is different because

• Text characteristics
• Specialized terms.
• Readability varies.
• Different organization (charts, equations, etc.).
• More than one idea.

3
Content area reading is different because

• Reader characteristics
• Different experience levels and prior knowledge.
• No prior instruction in reading expository text.
• Reading strategies highlighting bold headings
  tables and graphs etc..
• Studying strategies rereading flipping back
  formulating critical questions etc..
• Format awareness How to read content specific
  graphics and formulae.
• Low or lacking motivation to read content.

4
Metacognitively Aware Readers

• Passive readers
• Are not aware of their own reading method.
• Not sensitive to their own mistakes.
• Unaware of their own lack of knowledge in
  strategies and practices.

5
Metacognitively Aware Readers

• Active readers
• Are aware of their own learning.
• Go back to reread or fix errors.
• Consciously choose an appropriate method to read
  based on the content of the text.

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Metacognitively Aware Readers

• A strategic reader will
• Use different reading strategies based on the
  type of content area text.
• Choose from a variety of strategies for
  comprehension.
• Alter strategies as needed to increase idea flow.

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Metacognitively Aware Readers

• A reflective reader will
• Reflect on their reading. How much did I learn?
  Did this make sense? How does this fit with my
  prior knowledge?
• Accommodate new knowledge. How will this new
  knowledge alter my existing schema?

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Reading to Learn

• Requires the reader to be metacognitively aware
  of themselves as a reader and learner.
• Requires the teacher to use a frontloading
  instructional model. Stress the before reading
  activities.
• Use different activities.
• Link with a students prior knowledge and
  experience.
• Establish the objectives of reading. What ideas
  are critical?
• Scaffold instruction for struggling readers.
• Emphasize vocabulary, content area terminology.

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Frontloading

• During reading activities - structured to support
  struggling readers and guide reading proficiency.
• Guided reading with a structured method.
• Active participation of reader. Are they fully
  engaged?
• Independent reading (consider SSR practice,
  graphic organizers, or note taking).
• Adjust pre-reading activities. Build on them.

10
Frontloading

• After reading activities
• Check for comprehension.
• Explain comprehension, simplify its fit to prior
  knowledge.
• Expand knowledge enrichment.

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Vocabulary Activities

• Deal with specialized terminology.
• Connect to known words and ideas.
• Tie to student interest and motivation.
• Bond with students prior knowledge and
  experience.