Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement

Author: Greenleaf, C., Heller, R.
Publisher: Alliance for Excellent Education
Publication Date: 2007, June
Full text available online at: http://www.all4ed.org/publications/LiteracyContent/LitCon.pdf

Abstract

It is impossible to contemplate teaching content without the use of text. Yet, we expect our students to pick up on their own strategies for reading sophisticated academic content. Although the government has invested much money in strategies for learning to read and for “reading across the curriculum,” U.S. eighth and twelfth grade students’ performance on reading tests demonstrates that one-third read at the most basic reading level and another third at a less than proficient level. Clearly, students need new strategies for reaching advanced levels of reading proficiency, or they will likely experience unemployment and poverty in the new economy.

The authors maintain that unfortunately by middle school, “the responsibility of teaching reading and writing often seems to belong to no one in particular.” They emphasize that educators in each academic discipline must teach the literacy strategies particular to understanding text in their own subjects. Educators must utilize Vygotsky’s social learning theory to have students read, write about, and discuss the text in groups. Teachers must maintain high expectations and show much patience in teaching students these strategies. Studies show that when teachers are provided professional development towards these ends, they implement these strategies despite the many pressures on them. As well, the school community must treat “teaching as a learning profession” so that the individual strategies for a particular lesson that a teacher has developed over the years are not lost if she or he is no longer at the school. Specific strategies particular to different academic disciplines are described throughout the article.

The article concludes with four tasks of policymakers, plus suggestions for schoolwide practices to teach these skills so essential to success in the new economy.