ERIC Number: ED292628
Record Type: RIE
Publication Date: 1988-Apr
Reference Count: 0
Using Knowledge To Build Knowledge: The Thematic Approach to Content Reading.
Insights, v20 n7 Apr 1988
Children who have difficulty reading content materials are sometimes found to read fiction quite well. These children may not have the conceptual knowledge they need to relate the text material to their own lives. Children may experience difficulty reading content texts because they do not actively try to relate to and build knowledge from one situation to the next. Because of the shallow presentation and disorganization of content in some texts, children are required to make inferences and contribute all the meaning. This themed approach helps address these concerns in that it builds the learner's background for the print by giving real experiences which capture the child's interest in learning, facilitates independence in learning and active involvement, and provides well written texts. This approach also uses a variety of materials and activities to develop skills, strategies, and interest in reading. These include charts, poems, recipes, and games. An example of such an approach is included. Strategies and activities demonstrated are: (1) a cloze activity; (2) charting questions; (3) reading strategies; (4) non-print resources; (5) semantic webbing; and (6) a recipe. All involving a unit on bats as an example. Activities stress that readers need to use the semantic, syntactic, and graphophonic cueing systems in a balanced and effective way. Risk taking, like effective use of strategies, is modeled, guided, and reinforced whenever possible. (CW)
Descriptors: Cloze Procedure, Content Area Reading, Elementary School Science, Elementary Secondary Education, Junior High Schools, Middle Schools, Reading Comprehension, Reading Improvement, Reading Skills, Reading Strategies, Science Education, Secondary School Science
INSIGHTS, Center for Teaching and Learning, Box 8158, University of North Dakota, Grand Forks, ND 58202 ($3.50 per subscription).
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Center for Teaching and Learning.