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Descriptors:
Teaching Methods; Social Studies; Reading Comprehension; Content Area Reading; Academic Achievement; Reading Improvement; Middle Schools; Grade 8; Comparative Analysis; Reading; Pretests Posttests; Intervention; Core Curriculum; State Standards; Alignment (Education)

Abstract:
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth-grade social studies teachers. Using a within-teacher design, the eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers (n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team-based learning approaches. Students in the treatment conditions (n = 261) scored statistically higher than students in the comparison conditions (n = 158) on all three outcomes: content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction. (Contains 8 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Second Language Learning; Teacher Attitudes; Content Area Reading; Content Area Writing; Preservice Teacher Education; Inservice Teacher Education; Inclusion; Beliefs; English Language Learners; Academic Support Services; Educational Responsibility; Questionnaires; Gender Differences; Individual Differences; Student Teacher Attitudes; Performance Factors

Abstract:
This study documents differences between pre- and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94 in-service and 101 pre-service content area teachers. Although several significant differences were found in pre- and in-service and female and male teachers' beliefs about responsibility for ELLs' language and academic development, both service and gender groups appeared to hold similar beliefs about ELLs' inclusion in mainstream classes. Results also revealed that some beliefs held by female teachers about IS for ELLs significantly differed from those of males'; however, the effects of service and gender on certain beliefs may be contingent upon a number of background factors. The article concludes with pedagogical implications for teacher education for classrooms with linguistically and culturally diverse learners. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Citizenship; Content Area Reading; Core Curriculum; Alignment (Education); Literacy; Reading; Learner Engagement

Abstract:
In this column, content area literacy scholars Tom Bean and David O'Brien challenge the older "infusion" model of content area literacy with its emphasis on generic strategies. Rather, they argue for and provide examples of projects that draw on the unique dimensions of various disciplines like history, science, and English, particularly in light of the Common Core State Standards. They offer alternative approaches that capitalize on students' interests in multimedia and the arts. Acknowledging the increasingly diverse dimensions of our classrooms and students' transnational experiences, Bean and O'Brien call for creative lesson and unit planning that engages students in preparation for global citizenship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade 3; Elementary School Students; Content Area Reading; Textbooks; Reading Instruction; Reading Tests; Diagnostic Tests; Surveys; Reading Strategies; Reading Comprehension; Testing; Prediction; Vocabulary; Teaching Guides; Instructional Materials

Abstract:
The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information teachers need to use the Grade 3 ITRI materials, including assessments, lessons and graphic organizers, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 3 ITRI content comes from "Indiana's Academic Standards" for grade 3, the ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Critical Differences in Grade 2 and Grade 3 Textbooks; (2) The Scientifically-Based Reading Research (SBRR) Behind Grade 3 ITRI; (3) Chart of Academic Standards Addressed Across the Curriculum; (4) Metacognitive Reading Survey Scoring Key; (5) Scoring Sheet: ITRI Assessments; (6) Scoring Sheet: Grade 3 ITRI Lessons; (7) Instructions for Using the Graphic Organizers with Hop To It; and (8) ITRI Acknowledgements. A glossary and an index are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 5; Elementary School Students; Content Area Reading; Textbooks; Reading Instruction; Reading Tests; Diagnostic Tests; Reading Comprehension; Testing; Sequential Approach; Inferences; Visual Aids; Vocabulary; Teaching Guides; Scoring; Academic Standards

Abstract:
The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing inferences and critically evaluating the materials they read. This booklet contains all the information teachers need to use the Grade 5 ITRI materials, including assessments, lessons, concluding projects, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 5 ITRI content comes from "Indiana's Standards" for grade 5, the ITRI materials will enhance the subject matter teachers already teach. Students learn the reading skills within the context of their content area curriculum. Appended are: (1) The Scientifically-Based Reading Research (SBRR) Behind Grade 5 ITRI; (2) Chart of Academic Standards Addressed Across the Curriculum; (3) Scoring Sheet: ITRI Assessments; (4) Scoring Sheet: Grade 5 ITRI Lessons; (5) Preparing Students for Research Projects; and (6) ITRI Acknowledgments. A glossary is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (29960K)

Descriptors:
Historians; Comparative Analysis; Reading; Reader Text Relationship; Mathematics; Professional Personnel; Content Area Reading; Chemistry; Mathematics Teachers

Abstract:
In a recent article published in this journal, Shanahan, Shanahan, and Misischia investigated the differences in how chemists, historians, and mathematicians read text specific to their disciplines. Unlike the chemists and historians, the pair of mathematicians in this study did not consider sources when reading and evaluating their text. In this response, we contend that most mathematicians regularly do consider sources when reading mathematical arguments and papers. We summarize the results of four empirical studies, which suggest that this is the case. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Language Research; Native Language; English (Second Language); Second Language Learning; Learning Strategies; English for Academic Purposes; Reading Tests; Reading Comprehension; Content Area Reading; Literary Genres; Teacher Effectiveness; Testing; Reading Instruction; Test Wiseness

Abstract:
Language-use strategies are considered potentially effective approaches that learners select to accomplish a second- or foreign-language task. In the past three decades, there has been a proliferation of research concerned with learners' strategy use at different levels of language ability and the influence of L1 learner strategies on L2 language learning. The present study, however, looked at an underresearched topic: what strategies EFL learners adopted to read two types of articles (general and subject-specific) in both testing and nontesting contexts. Ninety-two Chinese-major university students taking a Journalistic English course participated in the study. Questionnaires with follow-up interviews, and retrospective self-reports were employed. The results showed that the participants used similar strategies but to different degrees while reading general and subject-specific articles and taking reading comprehension tests. Also, the participants' comprehension of the two types of reading genres in testing and nontesting situations was, in part, determined by their information-processing stages and accessibility of schemata. When attempts to use cognitive strategies failed, strategies for monitoring, regulating, and managing information were adopted to compensate for the incomprehension of articles. The findings suggest that effective teaching for intermediate university-level EFL students like the sample group should encompass a combination of subject-specific language and content reinforcement followed by strategic reading instruction using subject-specific articles. (Contains 1 figure, 10 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Students; Grade 10; Learning; Reading Comprehension; Language Processing; Reading Strategies; Reading Motivation; Content Area Reading; Science Materials; Reading Materials; Self Efficacy; Word Recognition; Knowledge Level; Multiple Regression Analysis; Foreign Countries

Abstract:
Sixty-five Norwegian 10th graders used the software Read&Answer 2.0 (Vidal-Abarca et al., 2011) to read five different texts presenting conflicting views on the controversial scientific issue of sun exposure and health. Participants were administered a multiple-choice topic-knowledge measure before and after reading, a word recognition task, and a reading motivation inventory that included two dimensions: Science reading self-efficacy, focusing on readers' beliefs about their capabilities to comprehend what they read in science, and science reading task value, focusing on readers' beliefs about how important, useful, and interesting it is to comprehend science texts. In addition, strategic reading pattern was assessed in terms of the degree of non-linear reading behavior. Multiple regression analysis showed that word recognition skills strongly predicted learning from the texts, as assessed by participants' increase in topic knowledge. However, when multiple-text comprehension indicated by performance on open-ended short-essay questions was the dependent variable, not only word recognition but also strategic reading pattern and science reading self-efficacy emerged as unique predictors when topic knowledge was controlled for. Science reading task value was not related to performance. This study provides new evidence that new literacy competencies needed in a knowledge society, such as synthesizing or integrating across multiple conflicting sources of information, still largely involve word-level, strategic, and motivational processes that may profitably be targeted through systematic instruction. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Teaching Methods; English (Second Language); Immersion Programs; Microteaching; Secondary School Teachers; Second Language Learning; Second Language Instruction; Language of Instruction; Language Fluency; Measures (Individuals); Inservice Teacher Education; Linguistic Performance; Content Area Reading

Abstract:
This exploratory study focuses on four non-native English speaking secondary content teachers in a short-term immersion program aimed at introducing them to language teaching methods for secondary school content instruction through the medium of English. Such programs have been found to have largely mixed results for language performance. This may be especially true of programs for teachers because task adequacy in teaching may not be shown by improved scores on traditional language performance measures. This study uses multiple complexity, accuracy and fluency measures to analyze transcripts of paired peer microteaching tasks at the beginning and end of a ten-week program. Analysis of the results shows that in general the teachers' language performances improved, but that there were complex interactions among the measures. In general the performance measures reflected task adequacy, but they may have been affected by nonlinguistic factors such as teaching aims. Although the study is limited because of its small size, it suggests that teacher language performances are complex and dynamic, and that even short-term programs with non-linguistic aims can have a positive effect on language performances. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scientific Concepts; Elementary School Science; Visual Literacy; Cartoons; Elementary School Teachers; Science Activities; Story Telling; Reading Aloud to Others; Photography; Heuristics; Models; Visual Aids; Science Instruction; Oral Reading; Content Area Reading

Abstract:
This study examines how three elementary teachers refer to pictorial models (photographs, drawings, and cartoons) during science read-alouds. While one teacher used realistic photographs for the purpose of visually verifying facts about crystals, another employed analytical diagrams as heuristic tools to help students visualize complex target systems (rainbow formation and human eye functioning). Another teacher used fictional cartoons to engage students in analogical storytelling, communicating animal camouflage as analogous to human "blending in." However, teachers did not always explicitly convey the representational nature of pictorial models (analog and target as separate entities). It is argued that teachers need to become more aware of how they refer to pictorial models in children's science books and how to promote student visual literacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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