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Reading to Learn: Reading Across Content Areas
Questions and Answers
Q. How is textbook reading different than other types of reading?
A:Reading a content area textbook is a very different skill than reading a book of fiction or even nonfiction. Textbook writing is condensed and the stories are omitted. They are filled with complex information, terms, and definitions. When illustrations are present, they are often placed far from the related text. This makes for tedious and confusing reading. Even good readers can get bored and have to struggle through.
The situation is further exacerbated by the stylistic format of textbooks. Factors such as the arrangement of ideas, vocabulary, syntax, clarity of the author's intentions, and the reader's familiarity with the subject all affect reading ability. Moreover, textbooks have to be read analytically. Textbook reading is a very different experience than any other.
Q. If reading textbooks is so difficult, what can teachers do to help?
A: Many things. California teacher Dan Skinner offers this advice on his Web site:
1. You should read a textbook more slowly and carefully than you would read for pleasure.
2. Begin by getting a general idea of what the reading (usually a text chapter) is about:
- First, read the introduction, headings and subheadings.
- Next, read the conclusion or summary. If the conclusion isn't labeled, then read the last couple of paragraphs on the last page of the reading.
- Examine any photographs, illustrations, graphs and charts. Be sure to read their captions.
3. While reading, don't just "blip" over any unfamiliar words. Try to figure out what they mean from the context of the paragraph. If you can't, look them up in a dictionary.
4. Stop reading every few minutes and ask yourself questions about what you have read.
- What is the main idea?
- What examples or evidence does the author present to support this idea?
- Is the author presenting facts or opinions?
- Which parts of the reading might show up on a test?
- How does this reading apply to your life?
5. After you complete the reading, find someone to teach this new information to. If no one is available, pretend you are teaching it to someone.
- Explain what the reading was about in your own words.
- Reread any parts of the reading that you are not certain about.
6. If you're taking notes, which is usually a good idea, remember to pay attention to the elements of TSR:
- Title
- Sentence (the topic sentence)
- Repeated words
Strategies such as these will make readers find textbooks more approachable.
Q. I can understand how you can combine literacy instruction with a content area such as science or social studies — but what about math?
A: While it may surprise you, there are a great many math teachers who believe that literacy and literacy instruction are necessary parts of mathematics instruction. In this regard, Roni Jo Draper, in her article "School mathematics reform, constructivism, and literacy: A case for literacy instruction in the reform-oriented math classroom (Journal of Adolescent & Adult Literacy, Mar 2002) makes the following case for combining math and literacy instruction:
"Many mathematics teachers view literacy instruction in the classroom as simply helping students to read the textbook. Learning to read and use the textbook for learning rather than simply as a repository for problems would be an advance over the lack of literacy instruction that currently exists in the typical mathematics classroom. However, more important than learning how to read the textbook is learning how to read, write, listen, speak, and think math texts. Mathematics educators must expand their definitions of texts to include anything that provides readers, writers, listeners, speakers, and thinkers with the potential to create meaning through language … In so doing, it is easy to see that the mathematics classroom is a text-rich environment and students may need assistance to negotiate and read the various texts…
When students meet text (e.g., the mathematics textbook, a solution to an equation, a proof, or a mathematical explanation), the meaning that they create will depend largely on their prior knowledge and experience of the information or concepts that are part of the text and the kinds of thinking they do after they have read the text. Comprehension of the text happens when the reader constructs his or her meaning from the text that is compatible with the author's intended message. This depends on the content knowledge of the learner (reader) and the ability of the learner to make sense out of the signs and symbols inherent in the text. This is quite different from the notion that the text somehow carries meaning to the reader… Mathematics teachers, who are experts at reading and creating math texts, are in the best position to help their students engage in this kind of literacy."
Q.Are there any resources I can contact to locate appropriate tradebooks for teaching content subject areas?
A: Yes. In the area of science, teachers are encouraged to consult the journal, Appraisal: Science Books for Young Children. Though published somewhat irregularly by Northeastern University in Boston, this journal offers teachers two differing but equally important perspectives of each book reviewed: half of the review is written by a librarian who points out features and uses the book; the second half is written by a scientist who examines the text for accuracy and makes suggestion for its use.
A similar reference for social studies can be found in annual April/May issue of Social Education. In this issue, the National Council for the Social Studies and the Children's Book Council presents a list of Notable Children's Tradebooks in the Field of Social Studies.
In using these references, teachers are cautioned to double check resources for accuracy and datedness.
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