Assignment
Select a journal article that focuses on teaching content area literacy to diverse learners.
Journal articles may not be older than 2016. Be sure to provide citation in APA format.
Prepare a critique in the following format:
1. Describe the main idea of the journal article
2. Describe how the journal article relates to the content discussed in the corresponding PowerPoints for this Module..
3. Describe how this information may be shared with teachers (describe professional development strategies).
4. Discuss the article’s implications for the teaching of reading.
I have attached two power points to use with this Article Critique-refer to question 2.
This is Due Feb 12th.
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All rights reserved.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
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• preparation of any derivative work, including the extraction, in whole or in part, of any images;
• any rental, lease, or lending of the program.
Chapter 7
Study Skills and Strategies
Building Literacy in Secondary Content Area Classrooms
Gunning
Reading to Remember
“Students’ ability to manage their own studying is one of the more
important skills that students need to learn, with consequences that will be felt throughout their lives” (Pashler, Bain, Bottge, Graesser, Koedinger, McDaniel, and Metcalfe, 2007, p. 1).
Building Literacy in Secondary Content Area Classrooms
Gunning
How We Remember
Clear Encoding
Encoding Specificity- encode information the way it is to be remembered
Rehearsal- take steps to remember information
Building Literacy in Secondary Content Area Classrooms
Gunning
Conditions that Foster Remembering
Meaningfulness
Organization
Imagery
Associations
Building Literacy in Secondary Content Area Classrooms
Gunning
Associations-Mnemonics
Reconstructive Elaboration-modifying and elaborating a concept to to make it
more memorable
Create a reconstructed word that sound like word to be learned: decide for deciduous
Create interactive illustration to link reconstructed word and target word: tree labeled as deciduous saying, “It’s fall, so I have decided to let my leaves fall.”
Building Literacy in Secondary Content Area Classrooms
Gunning
Mnemonics (Continued)
Acronyms-word composed of the first letters of a series of words to be memorized
Rhymes
Acrostics-sentence or rhyme in which the first letter of each word stands for the first letter in a series of words to be memorized.
Narrative Stories- includes items in the order in which they are to be memorized
Building Literacy in Secondary Content Area Classrooms
Gunning
Questions to Aid Retention
1. How does this relate to what I already know?
2. What does it remind me of?
3. What can I associate it with?
4. Can I picture it in my mind?
5. What can I link this picture to?
6. How does it relate to the topic as a whole?
7. What crazy things pop into my mind when I think of it?
8. How can I use crazy associations to help me remember?
9. How does this relate to what I learned before?
10. How does it relate to my life outside this class? (Devine, 1987, p. 302)
Building Literacy in Secondary Content Area Classrooms
Gunning
Quizzes to Foster Retention
Items should foster retrieval: fill-in-the-blanks or essay better than multiple choice
Act of recalling information to answer a question helps to establish it in memory
Can be game-like activity. Need not be actual test.
Building Literacy in Secondary Content Area Classrooms
Gunning
SQ3R
Survey- get quick overview
Question- turn each heading into a question
Read- to answer the questions that you posed
Recite- stop at end of the section and test yourself. Go back to text if you can’t recite.
Review- at end of assignment
Building Literacy in Secondary Content Area Classrooms
Gunning
Judicious Review
For initial learning, need three or four varied presentations or experiences within two days of each other.
Interval between learning described above and added review should be approximately 5 to 10 percent of the time that the information has to be retained.
For formation to be retained for 60 days,reviews should not be scheduled for at least three to six days (5% X 60 days or 10% x 60 days).
Building Literacy in Secondary Content Area Classrooms
Gunning
Four Main Notetaking Skills
• Selectivity-choosing most important information
• Organization-showing how ideas are related
• Consolidation- condensing information
• Fluency- using telegraphic style & abbreviations to take notes quickly
Building Literacy in Secondary Content Area Classrooms
Gunning
Scaffolding Notetaking
Structured Notetaking- set up topics or heading beforehand, create partial notes for students to complete
Assisted Notetaking-provide brief practice sessions with scaffolds, such as cueing main topics
Building Literacy in Secondary Content Area Classrooms
Gunning
Cornell Notetaking System
Step 1: Record- write notes in second column
Step 2: Reduce or question- reduce each major idea to key words & write in first column
Step 3: Recite- quiz oneself on the material
Step 4: Reflect- relate information in notes to other sources
Step 5: Recapitulation- summarize notes
Step 6: Review- periodically review notes
Building Literacy in Secondary Content Area Classrooms
Gunning
Power Thinking
Simplified outlining
Main ideas are preceded by a 1
Second-level or supporting ideas by a 2
Third level details by a 3
Power thinking is outlining without the emphasis on formatting.
Building Literacy in Secondary Content Area Classrooms
Gunning
Power Thinking
Simplified outlining
Main ideas are preceded by a 1
Second-level or supporting ideas by a 2
Third level details by a 3
Power thinking is outlining without the emphasis on formatting.
Building Literacy in Secondary Content Area Classrooms
Gunning
Importance of Practice
Enables students to reach a certain level of competence
Fosters extended development of a skill
Makes skills automatic
Aids retention
Building Literacy in Secondary Content Area Classrooms
Gunning
Effective Practice
Intentionality- want to improve and take steps to do so.
Feedback from a knowledgeable source
Distributed practice generally results in longer retention- better for rote learning
Massed practice more effective when task has a wholeness– reading an essay, writing a report
Overlearning–entails continuing to study after information can be recited- aids retention
Building Literacy in Secondary Content Area Classrooms
Gunning
Other Factors in Studying
Metacognition: Estimating how much is known and how well
Motivation
Study habits
Time management
Discipline
Building Literacy in Secondary Content Area Classrooms
Gunning
Reading Rate
Process
Purpose
Rate
Scanning
Recognizes target word
550
Skimming
Gets quick overview
400
Rauding
Gets main ideas & details
250
Learning
Checks to make sure material is remembered
175
Memorizing
(Carver, 1990)
Says material repeatedly
100
Building Literacy in Secondary Content Area Classrooms
Gunning
Test-Taking Strategies
PLAE: Preplanning,Listing, Activity, and Evaluating
PORPE: Predict, Organize, Rehearse, Practice, and Evaluate
Test Preparation for High-Stakes Tests
Incorporate skills assessed on high-stakes tests into the curriculum
Model the process of taking a test
Probe test-taking processes with a think-aloud & give suggestions for more effective test taking
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