Article Critique

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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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