teaching disciplinary literacy to adolescents: rethinking content-area literacy a review of research...
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Teaching Disciplinary Literacy to Adolescents:
Rethinking Content-Area Literacy
A review of research by Timothy ShanahanCynthia Shanahan
University of Illinois at Chicago
Commonly Held Beliefs “Vaccination” theory of reading All teachers are teachers of reading Grades K-3 are the “learning to read” years and Grades 4-12 are the “reading to learn” years
Increasing Specialization of Literacy Development
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Increasing Specialization of Literacy Development
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Literacy skills such as decoding and knowledge of high-frequency words thatunderlie virtually all reading tasks.
Increasing Specialization of Literacy Development
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Literacy skills common to many tasks, including generic comprehension strategies, common word meanings, and basic fluency.
Increasing Specialization of Literacy Development
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Literacy skills specialized to history, science, mathematics, literature or other subject matter.
Reading Concepts in Study Sourcing Contextualization Corroboration Text Structure Critiquing the Text Re-reading/Close Reading Vocabulary Comprehension
Reading Concepts in Study: Sourcing
History To a high degree with all texts (even high school text books)
Chemistry To a medium degree (with non-textbook materials)
Math Not at all
Looking at the authors, the type of publication and evaluating credibility
Reading Concepts in Study: Sourcing
History To a high degree with all texts (even high school text books)
Chemistry To a medium degree (with non-textbook materials)
Math Not at all
Looking at the authors, the type of publication and evaluating credibility
Reading Concepts in Study: Sourcing
History To a high degree with all texts (even high school text books)
Chemistry To a medium degree (with non-textbook materials)
Math Not at all
Looking at the authors, the type of publication and evaluating credibility
Reading Concepts in Study: Sourcing
History To a high degree with all texts (even high school text books)
Chemistry To a medium degree (with non-textbook materials)
Math Not at all
Looking at the authors, the type of publication and evaluating credibility
Reading Concepts in Study: Contextualization
History To a high degree with all texts
Chemistry To a medium degree
Math Not at all
Paying attention to the context in which a text is written (e.g. analysis of the time period and the political, and social forces)
Reading Concepts in Study: Contextualization
History To a high degree with all texts
Chemistry To a medium degree
Math Not at all
Paying attention to the context in which a text is written (e.g. analysis of the time period and the political, and social forces)
Reading Concepts in Study: Contextualization
History To a high degree with all texts
Chemistry To a medium degree
Math Not at all
Paying attention to the context in which a text is written (e.g. analysis of the time period and the political, and social forces)
Reading Concepts in Study: Contextualization
History To a high degree with all texts
Chemistry To a medium degree
Math Not at all
Paying attention to the context in which a text is written (e.g. analysis of the time period and the political, and social forces)
Reading Concepts in Study: Corroboration
History To a high degree and as a critique of credibility
Chemistry To a medium degree and as a critique of understandability
Math To a moderate degree and as a critique of understandability
Noting agreements and disagreements across texts or between texts and one’s own knowledge
Reading Concepts in Study: Corroboration
History To a high degree and as a critique of credibility
Chemistry To a medium degree and as a critique of understandability
Math To a moderate degree and as a critique of understandability
Noting agreements and disagreements across texts or between texts and one’s own knowledge
Reading Concepts in Study: Corroboration
History To a high degree and as a critique of credibility
Chemistry To a medium degree and as a critique of understandability
Math To a moderate degree and as a critique of understandability
Noting agreements and disagreements across texts or between texts and one’s own knowledge
Reading Concepts in Study: Corroboration
History To a high degree and as a critique of credibility
Chemistry To a medium degree and as a critique of understandability
Math To a moderate degree and as a critique of understandability
Noting agreements and disagreements across texts or between texts and one’s own knowledge
Reading Concepts in Study: Text Structure
History Used as a way to find the author’s position (“where is he going with his argument?)
Chemistry Used as a guide to understanding the text (“It starts with an abstract.”)
Math Looking for where the problem is
The way the message is structured within a particular kind of text
Reading Concepts in Study: Text Structure
History Used as a way to find the author’s position (“where is he going with his argument?)
Chemistry Used as a guide to understanding the text (“It starts with an abstract.”)
Math Looking for where the problem is
The way the message is structured within a particular kind of text
Reading Concepts in Study: Text Structure
History Used as a way to find the author’s position (“where is he going with his argument?)
Chemistry Used as a guide to understanding the text (“It starts with an abstract.”)
Math Looking for where the problem is
The way the message is structured within a particular kind of text
Reading Concepts in Study: Text Structure
History Used as a way to find the author’s position (“where is he going with his argument?)
Chemistry Used as a guide to understanding the text (“It starts with an abstract.”)
Math Looking for where the problem is
The way the message is structured within a particular kind of text
Reading Concepts in Study: Critiquing the Text
History To a high degree, to determine credibility
Chemistry To a moderate degree, to determine understandability and plausibility
Math To a high degree, to determine correctness
Analyzing and evaluating
Reading Concepts in Study: Critiquing the Text
History To a high degree, to determine credibility
Chemistry To a moderate degree, to determine understandability and plausibility
Math To a high degree, to determine correctness
Analyzing and evaluating
Reading Concepts in Study: Critiquing the Text
History To a high degree, to determine credibility
Chemistry To a moderate degree, to determine understandability and plausibility
Math To a high degree, to determine correctness
Analyzing and evaluating
Reading Concepts in Study: Critiquing the Text
History To a high degree, to determine credibility
Chemistry To a moderate degree, to determine understandability and plausibility
Math To a high degree, to determine correctness
Analyzing and evaluating
Reading Concepts in Study: Re-reading and Close Reading
History No discussion of this
Chemistry No discussion of this
Math To a high degree
Reading Concepts in Study: Re-reading and Close Reading
History No discussion of this
Chemistry No discussion of this
Math To a high degree
Reading Concepts in Study: Re-reading and Close Reading
History No discussion of this
Chemistry No discussion of this
Math To a high degree
Reading Concepts in Study: Vocabulary
History Less technical vocabulary but challenging because of dated words, metaphorical terms, general academic vocabulary (i.e. Tier II)
Chemistry Extensive technical vocabulary, words with both general and technical meanings
Math Extensive technical vocabulary, words with both general and technical meanings
What is challenging in texts?
Reading Concepts in Study: Vocabulary
History Less technical vocabulary but challenging because of dated words, metaphorical terms, general academic vocabulary (i.e. Tier II)
Chemistry Extensive technical vocabulary, words with both general and technical meanings
Math Extensive technical vocabulary, words with both general and technical meanings
What is challenging in texts?
Reading Concepts in Study: Vocabulary
History Less technical vocabulary but challenging because of dated words, metaphorical terms, general academic vocabulary (i.e. Tier II)
Chemistry Extensive technical vocabulary, words with both general and technical meanings
Math Extensive technical vocabulary, words with both general and technical meanings
What is challenging in texts?
Reading Concepts in Study: Comprehension
History Need to critique all aspects of text (including pictures, graphs, etc)
Chemistry Need to access information in varying modes (text, graph, diagram, formula, etc)
Math Extremely dense text. Need to understand the flow of information from print to numeracy, to graph
What is challenging in texts?
Reading Concepts in Study: Comprehension
History Need to critique all aspects of text (including pictures, graphs, etc)
Chemistry Need to access information in varying modes (text, graph, diagram, formula, etc)
Math Extremely dense text. Need to understand the flow of information from print to numeracy, to graph
What is challenging in texts?
Reading Concepts in Study: Comprehension
History Need to critique all aspects of text (including pictures, graphs, etc)
Chemistry Need to access information in varying modes (text, graph, diagram, formula, etc)
Math Extremely dense text. Need to understand the flow of information from print to numeracy, to graph
What is challenging in texts?
Reading Concepts in Study: Comprehension
History Need to critique all aspects of text (including pictures, graphs, etc)
Chemistry Need to access information in varying modes (text, graph, diagram, formula, etc)
Math Extremely dense text. Need to understand the flow of information from print to numeracy, to graph
What is challenging in texts?
Summary of Findings The discipline groups differed in:
--the way they read--their ideas about challenges in text--their ideas about how texts should be taught
The experts were guided by their content knowledge and acted within the framework of their discipline
We need to take these frameworks into account when teaching students to read within the context of a discipline
Comprehension Instruction Example
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Comprehension Instruction Example
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Understand literal meaning of text
Review strategies for decoding a word prior to reading
Comprehension Instruction Example
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
Use KWL Apply SQ3R strategy to remember text
Comprehension Instruction Example
Basic Literacy
Intermediate Literacy
Disciplinary Literacy
Disciplinary Literacy
In history class, study the author’s stance prior to reading
In science class, change reading strategies depending on the type of reading
In math class, study the variable meanings prior to reading
RecommendationsDisciplinary
Literacy
Work extra with students who are reading far below grade level
Teach students reading skills and strategies they can use in every course
Teach high-level discipline based reading skills
Summary of Study
Harvard Educational Review Fall 2009