Content area
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ABSTRACT
Research has confirmed that many students in the middle grades and high schools experience serious challenges with respect to content area tasks that involve literacy. Over time, educators have become more knowledgeable and informed about content literacy instructional practices for developing vocabulary, comprehension, study strategies, and writing. However, consistent and long-term application of content literacy practices remains a challenge and a goal. This article examines theoretical bases associated with content literacy instruction. In addition, selected content literacy strategies are presented and described.
Assessment data such as the report by the National Institute for Literacy (2007) confirm that many students in the middle grades and high schools experience serious challenges with respect to tasks involving content area literacy. Educators often ask: How is it possible to facilitate students' learning and comprehension of subject matter, to help them transfer what has been learned to other subject areas, and to equip them with tools that promote independent learning? Questions such as these are addressed in this article.
The report of the National Reading Panel (2000) reviewed the factors associated with reading success, including the critical roles of vocabulary and comprehension reinforcement. These are skills that transcend grade levels and subject areas. It is becoming ever more necessary to ensure that literacy instruction does not end with elementary level instruction; but rather becomes an integral component of content area instruction at all grade levels, especially as the need to apply literacy skills within content areas increases (Moore, Bean, Birdyshaw & Rycik, 1999; Rycik, 2008).
An important consideration in addressing this issue is the degree to which educators understand, acknowledge, and apply the components of content literacy instruction. From the early research initiated by Dr. Harold Herber (1 978) to more recent times, educators have come a long way in acknowledging the need to help students acquire literacy skills for learning in all subject areas at all grade levels. Professional organizations have issued position statements that reflect the prevailing research associated with adolescent literacy at the middle and high school levels (Rycik, 2008).
Increased attention has resulted in a better understanding of the factors associated with content literacy and a search for instructional strategies that can be manageably implemented in classrooms. That search has been conducted through...