TEACHING STUDENTS TO READ INFORMATIONAL TEXT Reference: Reference: What Research Has To Say About Reading Instruction, by Alan E. Farstrup (2002)

TEACHING STUDENTS TEACHING STUDENTS TO READ TO READ

INFORMATIONAL TEXTINFORMATIONAL TEXTReference:Reference:

What Research Has To Say About What Research Has To Say About Reading Instruction, Reading Instruction, by Alan E. by Alan E.

Farstrup (2002)Farstrup (2002)

Advocate for the explicit Advocate for the explicit development of reading strategies development of reading strategies that enable students to think and that enable students to think and learn with textslearn with texts

Explicit teaching of informational text Explicit teaching of informational text strategies will result in students’ strategies will result in students’ metacognitionmetacognition and and self-regulated self-regulated use.use.

Visible or InvisibleVisible or Invisible??

Explicit instruction in reading Explicit instruction in reading informational text is referred to as informational text is referred to as the “the “visible aspectsvisible aspects” of teaching ” of teaching reading.reading.

Strategies that typify good teaching Strategies that typify good teaching are referred to as the “are referred to as the “invisible invisible aspectsaspects” of teaching reading.” of teaching reading.

What does good teaching add?What does good teaching add?

When good teaching strategies are When good teaching strategies are used continuously in the classroom, used continuously in the classroom, reading and subject matter reading and subject matter learning are seamless.learning are seamless.

Language and literacy scaffold Language and literacy scaffold student’s learning.student’s learning.

Assumption Underlying Early Assumption Underlying Early Literacy PoliciesLiteracy Policies

……once children learn to read, they once children learn to read, they will be able to use reading to learn will be able to use reading to learn for the rest of their livesfor the rest of their lives

Problem with this Problem with this assumption???assumption???

Early levels of literacy and advanced Early levels of literacy and advanced literacy skills literacy skills require different require different levels of intervention.levels of intervention.

Continual instruction in reading Continual instruction in reading beyond the early grades is beyond the early grades is crucial.crucial.

Literacy for AdolescenceLiteracy for Adolescence

Highly engaging electronic print is Highly engaging electronic print is readily available.readily available.

There is a proliferation of There is a proliferation of both both fiction andfiction and non-fiction print non-fiction print materialsmaterials available on every topic available on every topic imaginable.imaginable.

Reading in content areas…Reading in content areas…

Depends in a large degree on Depends in a large degree on students’ ability to read students’ ability to read independently and intelligently.independently and intelligently.

Good teaching must provide for the Good teaching must provide for the improvement and refinement of the improvement and refinement of the reading, attitudes, habits, and skills reading, attitudes, habits, and skills that are needed in all school that are needed in all school activities involving reading.activities involving reading.

Every Teacher Is A Teacher of Every Teacher Is A Teacher of Reading!!Reading!!

But… recent research shows us But… recent research shows us thatthat::

- content area teachers - content area teachers generally value the role that reading generally value the role that reading plays in learningplays in learning

- - yet, they fail to attendyet, they fail to attend to to reading in their own practicesreading in their own practices

Sharing the TaskSharing the Task

The responsibility for teaching The responsibility for teaching reading is a shared one, belonging to reading is a shared one, belonging to all teachers.all teachers.

Schools must provide teachers with Schools must provide teachers with reading specialist services ( resource reading specialist services ( resource support, current research, study time support, current research, study time and support, teacher research and support, teacher research support/ action research).support/ action research).

Three Instructional ParadigmsThree Instructional Paradigms

During the past century, three During the past century, three paradigms have contributed to our paradigms have contributed to our current approach to teaching reading current approach to teaching reading in content areas:in content areas:

1. Reading and Study Skills 1. Reading and Study Skills ParadigmParadigm

2. Cognition and Learning 2. Cognition and Learning ParadigmParadigm

3. Social Constructivist Paradigm3. Social Constructivist Paradigm

1.The Reading and Study Skills 1.The Reading and Study Skills ParadigmParadigm

Focus from 1900’s to 1960’s was skills Focus from 1900’s to 1960’s was skills based.based.

Research focused onResearch focused on:: 1. the identification of reading 1. the identification of reading

and study skills associated with each and study skills associated with each content areacontent area

2. the effects of various 2. the effects of various instructional variables on the instructional variables on the acquisition of reading and study skills acquisition of reading and study skills and learning in content areas.and learning in content areas.

Research ConclusionsResearch Conclusions

Some reading skills are common Some reading skills are common across subject areas.across subject areas.

BUTBUT

* Some reading skills are specific to * Some reading skills are specific to the content of the subject.the content of the subject.

Two Approaches to Teaching Two Approaches to Teaching Reading of Informational TextReading of Informational Text

1. 1. Direct instructional approachDirect instructional approach

- teaching the reading is separate - teaching the reading is separate from the content and assumes that from the content and assumes that transfer to content areas will happen transfer to content areas will happen naturallynaturally

2. 2. Functional instructional approachFunctional instructional approach

- the teaching of reading is - the teaching of reading is embedded in the context of content, using embedded in the context of content, using course materialscourse materials

Studies Show…Studies Show…

Teaching reading skills Teaching reading skills in in conjunctionconjunction withwith contentcontent helps helps students to increase their facility students to increase their facility with the skills.with the skills.

In the late 1960’s, strategies started In the late 1960’s, strategies started to change to reflect our to change to reflect our increasing increasing awareness of cognitive awareness of cognitive developmentdevelopment..

2.The Cognition and Learning 2.The Cognition and Learning ParadigmParadigm

Studies in the 1970’s and 1980’s, Studies in the 1970’s and 1980’s, focused on the role of metacognition in focused on the role of metacognition in reading.reading.

Research related toResearch related to::

- schema theory ( using prior - schema theory ( using prior knowledge to construct meaning)knowledge to construct meaning)

- text structure- text structure

- metacognition- metacognition

- strategic learning - strategic learning

SCHEMA THEORYSCHEMA THEORY

Readers are in a better position to Readers are in a better position to understand what they are reading when understand what they are reading when they use prior knowledge to construct they use prior knowledge to construct meaning.meaning.

Schemata reflect the experiences, Schemata reflect the experiences, attitudes, values, and skills a reader brings attitudes, values, and skills a reader brings to the text.to the text.

Schema activation requires readers to Schema activation requires readers to activate what they know and apply it to activate what they know and apply it to make sense of new text.make sense of new text.

Activated SchemataActivated Schemata

Comprehension occurs when the Comprehension occurs when the readerreader

1. activates1. activates

OR 2. builds newOR 2. builds new

schema for connecting to the new schema for connecting to the new text information.text information.

A “Good” Schema MatchA “Good” Schema Match

When the text and the reader’s When the text and the reader’s schema match:schema match:

- text information is organized - text information is organized more efficientlymore efficiently

SO STUDENTS CAN:SO STUDENTS CAN:

- make inferences- make inferences

- fill in knowledge gaps- fill in knowledge gaps

- elaborate on the material- elaborate on the material

Text StructureText Structure

Skilled readers actively search for Skilled readers actively search for the text structure that relates ideas the text structure that relates ideas hierarchically to differentiate hierarchically to differentiate between important and less between important and less important ideas in text.important ideas in text.

Termed “strategic reading”Termed “strategic reading”

Good ReadersGood Readers

Good readers are strategic:Good readers are strategic: - metacognitively aware ( regulate - metacognitively aware ( regulate

their comprehension strategies)their comprehension strategies) - knowledgeable about their own - knowledgeable about their own

reading processesreading processes - in control of reading activities - in control of reading activities

( have reading strategies to use)( have reading strategies to use) - know what, how, when and why - know what, how, when and why

it is important to monitor what they are it is important to monitor what they are readingreading

The Strategic ReaderThe Strategic Reader Displays:Displays: 1. 1. Self-knowledgeSelf-knowledge – what they know – what they know

about themselves as readers and learnersabout themselves as readers and learners

2. 2. Task knowledgeTask knowledge – what knowledge – what knowledge they have about reading tasks and the they have about reading tasks and the task at handtask at hand

3. 3. Self-Monitoring and RegulationSelf-Monitoring and Regulation – –

ability to keep track of how well they are ability to keep track of how well they are comprehending and to use new strategies comprehending and to use new strategies when comprehension problems arisewhen comprehension problems arise

Strategic Reading AbilityStrategic Reading Ability Is related to the reader’s age.Is related to the reader’s age.

Reflects the reader’s experience with reading.Reflects the reader’s experience with reading.

OLDER STUDENTS ARE MORE STRATEGIC IN OLDER STUDENTS ARE MORE STRATEGIC IN THEIR READING THAN YOUNGER STUDENTS.THEIR READING THAN YOUNGER STUDENTS.

GOOD READERS ARE MORE LIKELY TO USE GOOD READERS ARE MORE LIKELY TO USE METACOGNITIVE PROCESSES TO SELF-METACOGNITIVE PROCESSES TO SELF-REGULATE COMPREHENSION STRATEGIES TO REGULATE COMPREHENSION STRATEGIES TO MAKE SENSE OF TEXT.MAKE SENSE OF TEXT.

Comprehension Strategies That Comprehension Strategies That Relate to Cognitive TheoryRelate to Cognitive Theory

Prior knowledge activationPrior knowledge activation Question generationQuestion generation Cognitive mappingCognitive mapping Graphic organizersGraphic organizers Guided imageryGuided imagery Reciprocal teachingReciprocal teaching K-W-LK-W-L Guided readingGuided reading

3. Social Constructivist 3. Social Constructivist ParadigmParadigm

* Learners * Learners construct knowledgeconstruct knowledge from their minds through interaction from their minds through interaction with their environment.with their environment.

Knowledge is not passively received Knowledge is not passively received from the teacher or text but is from the teacher or text but is always under construction.always under construction.

The social context of the classroom The social context of the classroom affects the way students interact affects the way students interact with the teacher, the text, and one with the teacher, the text, and one another.another.

STUDENTS LEARN STUDENTS LEARN WITHWITH TEXT, NOT TEXT, NOT NECESSARILY NECESSARILY FROMFROM TEXT. TEXT.

ThroughThrough discussion and writing, discussion and writing, students negotiate the meaning students negotiate the meaning of text.of text.

The Visible and InvisibleThe Visible and Invisible

BothBoth implicit (in context) and explicit implicit (in context) and explicit (strategy taught separately) (strategy taught separately) strategies for teaching reading skills strategies for teaching reading skills have value in constructing have value in constructing meaning.meaning.

Visible Teaching of Informational Visible Teaching of Informational Text ReadingText Reading

A direct instructional approachA direct instructional approach

Skills and strategies are explicitly Skills and strategies are explicitly taught.taught.

Either taught by a reading teacher or Either taught by a reading teacher or by a content area teacherby a content area teacher

When instruction is visible and When instruction is visible and explicit…explicit…

Students developStudents develop::

- strategies for self-regulation- strategies for self-regulation

- greater independence- greater independence TeachersTeachers::

- use mini-lessons to teach - use mini-lessons to teach reading strategiesreading strategies

- explain, model, provide - explain, model, provide practice and applicationpractice and application

Steps in Direct, Visible, and Steps in Direct, Visible, and Explicit Reading InstructionExplicit Reading Instruction

1.1. Direct Instruction of the StrategyDirect Instruction of the Strategy - what the strategy is- what the strategy is - how to use it- how to use it - why it is important to use- why it is important to use - when it should be used- when it should be used2.2. Demonstration of the StrategyDemonstration of the Strategy - model the strategy- model the strategy - stop at key points to question, - stop at key points to question,

prompt, and mirror the thinking required prompt, and mirror the thinking required to use the strategyto use the strategy

3. 3. Strategy PracticeStrategy Practice

- use easy text to practice the strategy- use easy text to practice the strategy

- discuss use of the strategy- discuss use of the strategy

4. 4. Strategy ApplicationStrategy Application

- apply the strategy in regular class - apply the strategy in regular class assignmentsassignments

- the teacher frames the assignment so - the teacher frames the assignment so that the new strategy will have to be usedthat the new strategy will have to be used

Invisible Aspects of Content Invisible Aspects of Content Area ReadingArea Reading

* Has appeal for teachers because * Has appeal for teachers because they do not “lose” time teaching they do not “lose” time teaching reading, then having to address the reading, then having to address the subject content.subject content.

* Teaching of reading happens * Teaching of reading happens incidentally while addressing incidentally while addressing content. content.

Students can use reading Students can use reading strategies for comprehensionstrategies for comprehension

Before readingBefore reading - to circumvent bad habits previously used- to circumvent bad habits previously used - to analyze the reading task ( e.g., purpose)- to analyze the reading task ( e.g., purpose)

During readingDuring reading - to make sense of the text- to make sense of the text - to question the author’s intent- to question the author’s intent - to challenge what doesn’t make sense to them- to challenge what doesn’t make sense to them - to look for organization of the information ( e.g., cause/effect, - to look for organization of the information ( e.g., cause/effect,

comparison/ contrast, problem/ solution, sequence, main idea, comparison/ contrast, problem/ solution, sequence, main idea, detail)detail)

After readingAfter reading - to extend and elaborate ideas read- to extend and elaborate ideas read - to share their thinking about the author’s ideas ( e.g., “go - to share their thinking about the author’s ideas ( e.g., “go

public”)public”)

Nature of a READING ClassroomNature of a READING Classroom

Talking and “writing to learn” can be Talking and “writing to learn” can be a springboard into reading.a springboard into reading.

Reading can be the basis for talking Reading can be the basis for talking and writing.and writing.

Talk can be spontaneous.Talk can be spontaneous. Provides opportunities for students to Provides opportunities for students to

respond personally and critically to respond personally and critically to ideas they encounter in text, ideas they encounter in text, through through Socratic seminars.Socratic seminars.

SOCRATIC SEMINARSSOCRATIC SEMINARS

Purpose is to Purpose is to use talkuse talk as a way to as a way to construct meaning.construct meaning.

The teacher guides students’ learning The teacher guides students’ learning through the through the artful use of questionsartful use of questions..

Core questions lead to Core questions lead to thoughtfulthoughtful discussions.discussions.

Students engage in Students engage in reasoning, reasoning, predicting, projecting and predicting, projecting and imagining.imagining.

Socratic Seminar ApproachSocratic Seminar Approach

General GuidelinesGeneral Guidelines for Teachers:for Teachers:

1. Analyze the content of the text to 1. Analyze the content of the text to be discussed ( e.g., major concept, be discussed ( e.g., major concept, insights, vocabulary, text cues, insights, vocabulary, text cues, features)features)

2. Prepare a set of discussion 2. Prepare a set of discussion questions that raise issues, probe, questions that raise issues, probe, apply, and synthesize information.apply, and synthesize information.

3. Arrange the room for a seminar by creating 3. Arrange the room for a seminar by creating an inner circle ( for discussion) and an outer an inner circle ( for discussion) and an outer circle ( for the note takers).circle ( for the note takers).

4. Set 15 -30 minutes for the discussion; start 4. Set 15 -30 minutes for the discussion; start with a core question.with a core question.

5. End the discussion with a summary 5. End the discussion with a summary statement.statement.

6. Conduct a 5 -10 minute debriefing session; 6. Conduct a 5 -10 minute debriefing session; focus on metacognitive questions.focus on metacognitive questions.

7. Teacher leads the discussion to help 7. Teacher leads the discussion to help students reconstruct the author’s meaning students reconstruct the author’s meaning and to construct their own meaning of a and to construct their own meaning of a central issue.central issue.

What Students Do During a What Students Do During a Socratic SeminarSocratic Seminar

1.1. Focus on the content of the text Focus on the content of the text selection.selection.

2.2. Listen to one another.Listen to one another.

3.3. Outer circle students take notes Outer circle students take notes about the discussion.about the discussion.

4.4. Inner circle students speak clearly Inner circle students speak clearly to one another.to one another.

What Results Can Happen in a What Results Can Happen in a Socratic Seminar Classroom?Socratic Seminar Classroom?

A response-centered classroomA response-centered classroom Values and fosters personal reactions to ideas Values and fosters personal reactions to ideas

found in textsfound in texts Students respond to and explore ideas.Students respond to and explore ideas. Students write more and think more because the Students write more and think more because the

stakes are low ( no evaluation).stakes are low ( no evaluation). Writing can take the form of learning logs, Writing can take the form of learning logs,

double-entry journals, or response journals.double-entry journals, or response journals. ““Quickwrite” strategy is used to get ideas beyond Quickwrite” strategy is used to get ideas beyond

recall on paper.recall on paper. Point-of-view prompts require students to write Point-of-view prompts require students to write

from different perspectives.from different perspectives.

CONCLUSIONSCONCLUSIONS

Teaching reading in the content area Teaching reading in the content area classroom does not require classroom does not require specialized teacher training.specialized teacher training.

Teaching reading does not diminish Teaching reading does not diminish the role of the specialist subject the role of the specialist subject teacher.teacher.

Teachers need to reflect on the Teachers need to reflect on the strategies their students need to be strategies their students need to be successful in academic subjects.successful in academic subjects.