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ERIC Number: ED266406
Record Type: RIE
Publication Date: 1985
Pages: 11
Abstractor: N/A
Reference Count: 0
The Content Determines the Process: An Ignored Relationship in Content Area Reading.
Smith, Cyrus F., Jr.
Because of the difference between narrative and expository material, students in grades 4-12 require different reading skills, as well as different levels of skills to comprehend subject matter reading. This means the content area teacher has two roles: subject matter specialist and instructional leader. The following model suggests a process by which instructional strategies for teaching content area material are determined by the content itself. First, the teacher lists instructional objectives in sequence according to their importance. Factors by which objectives are determined include the material to be read, the background of the students, and the resources available. Next, the teacher determines the levels of intellectual involvement dictated by the objectives, that is, the reading/thinking skills required to comprehend the material. Last, the teacher considers the methodology appropriate to teach the content at the requisite thinking levels. Choosing instructional strategies independently of determining objectives often leads to instruction only at the literal level. Use of the model in which the content determines the instructional process provides for more efficient and effective planning and implementing of instruction. (LLZ)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (30th, New Orleans, LA, May 5-9, 1985) and at the Annual Meeting of the Great Lakes Regional Conference of the International Reading Association (6th, Milwaukee, WI, October 17-19, 1985).