Educ 551 presentation reading in specific contexts

1. READING IN
SPECIFIC CONTEXTS
Yadira Aponte
EDUC – 551 Reading Processes
Dulcinia Nunez, Ph. D.

3. Contents
 Vocabulary
 Choosing a text book for a context-area course
 Roles
 Differences between Developmental and Content area reading
 Strategies to help student to read content material
 Sequence in which the strategies should be presented
 Graphic organizers and comprehension of content area reading

4. Vocabulary
 Reading: Construct meaning from the text by using decoding and
fluency skills.
 Developmental reading: It’s a reading program which consists of
several periods or stages. These periods usually coincide with the
developmental stages of growth of the student. It is believed that one
progresses gradually in acquiring and developing certain skills. It’s
emphasize the process (learning to read).
 Content-area reading: Is the reading that a person (usually a student)
needs to complete and understand in a particular subject area. On
this program, teachers usually teach from a single text written at a
certain reading level. It’s emphasize the application (reading to learn).

5. Choosing a text book for a context-area course
Brehn and Hasselbring (2013)
Content
 Is the textbook aligned with the appropriate
state/district/Common Core standards?
 Is the content accurate?
 Is the content current?
 Are cultural references accurate and free of
stereotypes?
 Is the language of the text appropriate for the
students who will be using it?
 Is the reading level appropriate for the students
who will be using it?
Instruction
 Does the text’s organization convey a sense of
purpose for each unit of study?
 Does the textbook clarify the prerequisite
knowledge that is required by the student?
 Are common misconceptions identified and
clarified?
 Does the textbook show how the content
relates to the real world?
 Are the ideas developed to promote deep
student understanding rather than fact
memorization?
 Do the activities in the text promote student
thinking and reasoning?
 Do formative and summative assessments
accompany the text?
 Are their supplemental materials available, such
as videos, CDs, and online resources, to
accompany the text?

6. Roles
Student
 Previous knowledge in at least
developmental reading.
 Be able to domain the course material.
 Can read charts, tables, graphs, maps,
globes, and technical instruments.
Teacher
 Combine the content area class with
reading strategies (developmental).
 Achieve content area knowledge in their
students.
 Determine which strategies will help the
students to achieve the goal.
 Determine the level of difficulty on their
course and the ability of their student to
read.

7. Differences
Developmental area
 Several multilevel texts.
 Learning the process of reading.
 Limited to a span of one or two grade
levels.
 The vocabulary acquisition occur in a
natural way, in shorts pace.
 Concepts are familiars.
 Use mostly printed texts.
Content area
 A single text at a fixed reading level.
 Learning to apply what has been read.
 Span five or more grade levels.
 Vocabulary is specific and technical, is
quick, the student have little time to
acquire and understand.
 Unfamiliar and complex concepts.
 Include reading chat, tables, graphs,
maps, globes, etc.

8. Strategies to help student to read content material
 Using direct instruction
 Conquering vocabulary
 Helping with comprehension
 Rewriting content material
 Incorporating supplemental textbooks
 Using audiovisual aids and the Internet
 Promoting cooperative learning groups

9. Example: Yomar’s 7th grader class - Holocaust
Using direct instructions:
• Important concepts and why
are important: Holocaust,
World war II, Adolf Hitler, etc.
• Use organized manner:
Explain first Hitler then your
idea, then the holocaust, etc.
• Unusual vocabulary:
genocide, holocaust, Jewish,
etc.
• Specific textbook areas: read
the chapter #1 for example
• Summarize oral and writing
• Explain and keep the student
interested.

10. Example: Yomar’s 7th grader class - Holocaust
Conquering vocabulary
 Learning a new meaning for a know
word
Example: Aryan : People who speak an
Indo-European language.
By the Nazis to describe people with
physical characteristics (such as blonde
hair and blue eyes) as racially “superior”.
 Learning the meaning of a new word to
describe a known concept.
Killing of Jews = Holocaust
 Learning the meaning of a new word for
an unknown concept.
Genocide = The deliberate killing of a large
group of people, especially those of a
particular ethnic group or nation.
 Clarifying and enriching the meaning of
a known word.
Kill, assassinate, genocide

11.  Helping with comprehension
Re-read to understand
Example: The student’s can review
the factors that cause the
Holocaust, extract the main idea,
use pictures, graph, etc.
Takes notes while reading
Try to figure the meaning of new
words in the same text.
Make connections between the
main idea and the contents.
Summarize in you own words.
Group discussion
Example: The teacher can create
groups to discuss what they
understand of the Holocaust
Example: Yomar’s 7th grader class - Holocaust

12. Example: Yomar’s 7th grader class - Holocaust
• Rewriting content material
This help the student gain
confidence.
• Incorporating supplemental
text books and or internet
sites
Example: The teacher can
provide to the students some
webs sites who explain the
Holocaust in a simple way, also
can bring to the classroom
novels like “Schlinder’s List” or
“The diary of Anne Frank” to
read in class.
 Using audiovisual aids and the
internet
The teacher can recommended movies
about the Holocaust or bring it to the
classroom. Also can show pictures in a
projector.
 Promoting cooperative learning
groups
Example: The teacher can create group
to discuss the consequences of the
Holocaust on the 21th century.

13. Sequence in which the strategies should be presented
Getting a feel
for the text
Questions to
ask
Select core
vocabulary
Predictions
Analogies
Concept maps
Before
reading
Question to
ask
Reciprocal
teaching
techniques
Summary
notes
During
Reading
Question to
ask
Vocabulary
prediction
Analyze good
and bad
example of
writing
Other reading
related to the
course
After
reading

14. Graphic organizers and comprehension of content area reading
Types of graphics
Concept mapping Flowchart

15. Graphic organizers and comprehension of content area reading
Types of graphics
Venn diagram
Matrix

16. Graphic organizers and comprehension of content area reading
Types of graphics
Webbing

17. Conclusion
In the 21th century the content area teacher’s have a challenge,
they have to be reading teacher’s too. This isn’t impossible, many
content-area teachers must take courses in reading and writing to
develop their students skills. Continuous education is necessary for all
the educators.

18. References
Sousa, D., (2014). (2nd ed.). How the
Brain Learns to Read. Corwin Press
How Your Brain Learns to Read:
Professor Stanislaus Dehaene
Posted by Peter Barnes on March 8,
2016 at 5:52 PM
https://blog.learnfasthq.com/how-
the-brain-learns-to-read-professor-
stanislaus-dehaene