Prompt: What are your perceptions of content literacy and the adolescent reader? What are your experiences involving content literacy? What are your initial observations of effective reading in your discipline?
In my experience with adolescents, I have noticed an extreme distaste for reading in general (except for a very few exceptions). The typical adolescent that I am acquainted with comes in contact with more letters while texting than in any book that they might read. We live (all of us, not just adolescents) in a society that is constantly bombarding us with technology and multi-media. It is no surprise that adolescents find an activity that simply involves reading black print from a white page somewhat lacking. Today, adolescents are "digital natives"-they are currently at an age where they have been surrounded by technology from the beginning of their lives. Because the adolescent reader has many other distractions pulling for their attention, educators must truly work to bring more excitement to the classroom. I believe that adolescents can be taught to (when partaking in a general type of reading) build a mental picture of what is happening in the book or piece of literature that they are reading. As educators, I believe that utilizing any resources available (i.e., technology) to assist adolescents in learning this skill.
Content literacy, in my understanding, is a step beyond simply reading for enjoyment. When considering content literacy, it is important to note that each content field requires a different method of analysing the text. For example, while reading a piece of literature in English class might require a student to read straight through an entire text, a Mathematics text book would require the student to read a paragraph of explanation and then apply that information to a specific example. It is extremely important that the teacher of a content class understand the methods necessary for reading within their content and that that understanding is transferred to the students.
In my experience, as a Math teacher, content literacy in my content is nearly non-existent. Many Math students will simply tell you that Math textbooks are not for reading. As a high school student, I completely agreed with this idea. Math textbooks did not look like they were meant to be read; however, the true reasoning behind each concept cannot truly be grasped unless it is thoroughly read and understood. Only when I signed up for College level Calculus did I realize that reading was extremely necessary. No teacher had ever explained to me that reading in different contents would be different. I was not actually taught how to read any textbook. I believe that this is true of many students. They truly believe that reading is reading is reading. It is an eye-opening concept for me that students simply need to be taught how to read inside of each content!
Effective reading in Mathematics requires a large amount of patience. It is extremely unlikely that any student will be able to read straight through the text of a math book and completely understand. I see this to be the central obstacle for reading in Mathematics. Students want to be able to zip through the text 100 words per minute and then be finished. Math will not work that way. Students much be taught how to use their text as a true resource. I also believe that effective reading in Math requires constant use self-monitoring strategies. The student must constantly ask themselves, "Did I just understand that sentence?". Lastly, effective reading in Math truly requires the student to learn the language of Math. Not only are there numerous vocabulary terms that must be used correctly, but a myriad of symbols and variables that must be decoded. Each of these requirements leads to potential frustration. As a Math teacher, I hope to explain the necessity of deciphering the text of a Math book. I want my students to understand that the text is a valuable resource for anyone who hopes succeed in Math.
I had the same experience in my math classes. My teachers and professors told me to read the book and come to class with questions. I had no idea what it meant to read a math book. It seemed to me that teachers just assume that since students can read the words on the page they know what they mean. I think that one of the first things I am going to do in my class is to teach my students how to read in my content. If they do not know how to read the textbook then there is no point in having them read the book because they won't know what to do with what they read. Maybe in a Math class you could teach with the readings in the math book to show students how to digest the readings. Also, it will help them when they are working on problems at home because they will know how to help themselves with their textbooks.
ReplyDeleteI like how you talk about your math experiences in highschool, and feel this can help you relate to the students. You can tell your students Ive been where you are at but Ive learned that you can read math. It justs takes a little longer to do. This leads me into I also really like you discussing paitence. I believe this is so important in any content area. Not all of our students will grasp a concept or comprehend at the same rate. It is our job as teachers to teach the students not only comprehension, but paitence while comprehending, and we can do both through teaching the students multiple comprehenison strategies.
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