ERIC Number: EJ719822
Record Type: Journal
Publication Date: 2005-Sep
Reference Count: 63
Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades
Reading Teacher, v59 n1 p46-55 Sep 2005
The face of content area literacy instruction is changing. Once associated exclusively with middle and high school instruction, today educators are directing their attention to the importance of encouraging content area literacy instruction at even the earliest levels. This article recommends using an array of text types to link content learning with literacy, thereby enabling teachers to achieve goals far greater than simply helping students read their content area textbooks. These tips will help students learn to "read the world" by providing them with literacy learning tools that will last a lifetime and by developing the abilities that will allow students to not only survive but also thrive in the technological age to come. Much has been made of the "fourth-grade slump," which was first observed by Chall and Jacobs (1983), who noted that many third graders from low income families reading on grade level experienced a sudden drop in reading scores in the fourth grade. The purpose of this article is to examine why and how effective elementary content area literacy instruction might reverse this alarming situation. It will begin by providing background related to elementary content area literacy instruction, including the history of the term. It will then examine the case supporting the need for content area literacy instruction and explore the place that content area literacy might assume in the classroom, suggesting ways that teachers can make reading to learn a more integral part of their literacy instruction.
Descriptors: Elementary School Students, Content Area Reading, Literacy Education, Low Income Groups, Textbooks, Knowledge Level, Educational Strategies
International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: California