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ERIC Number: EJ909578
Record Type: Journal
Publication Date: 2010-May
Pages: 3
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-1527-1803
Reading Frameworks in CTE: Pilot Study Findings
Park, Travis D.; Santamaria, Laura A.; Keene, Barrett L.; van der Mandele, Liz
Techniques: Connecting Education and Careers (J1), v85 n5 p42-44 May 2010
Improving comprehension skills is vital to building cognitive skills. Reading and literacy skills enable youth to gather information and create knowledge from various sources, and then to consider solutions to problems in and about their lives from both a cognitive and a creative standpoint. By implementing disciplinary reading strategies in the career and technical education (CTE) curriculum, teachers enable all youth with the requisite skills to succeed in school, careers and daily life. Effective reading does not rely upon a single strategy but incorporates the coordination of several strategies, which improves comprehension and leads to reading more, bolsters critical reading, increases the variety of texts read, improves standardized test scores, and enhances general comprehension. Researchers have proposed that reading strategy instruction should be investigated in specific contexts, such as CTE. This article presents the Authentic Literacy in CTE research project being conducted by a team at Cornell University, in partnership with the National Research Center for Career and Technical Education, which found that a CTE Reading framework can greatly enhance CTE students' reading comprehension skills.
Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York