Subject Area Reading
irismaarie
RED4325PPTonSubjectAreaReading2020-2.pptxSubject Area Reading
Dr. Helen Robbins
RED 4325
Types of Informational Reading
Text that communicates facts about the natural or social world (Duke, 2006)
It is a wide range of genres and formats
Assembly instructions Recipes
Autobiographies Repair manuals
Biographies Signs
Brochures Textbooks
Catalogs Web sites
Directions
Encyclopedias
Magazine articles
News articles
Informational Text Structure
Informational text is organized, or structured, in a specific way
The ability to recognize informational text structures can be developed through the use of signal words, physical features, and graphic organizers (Williams 2005; Williams and Stafford 2005).
Students can learn how to detect signal words that distinguish particular text structures.
Students can note graphic features, such as headings, boldface type, and table, that cue the overall organization of text.
Students can create graphic organizers to demonstrate how text is constructed.
Monitoring Comprehension
When reading to learn new information, students must be aware of whether they understand the text and must deal with comprehension problems when they arise
Locating information is frequently the purpose or task that students face when reading informational texts.
Therefore, monitoring one’s reading of informational text includes strategies that guide students in the processes of searching, scanning, and skimming (Duke 2006; Dreher 2002)
Motivation and Engagement with Reading
Engaged reading is the primary pathway toward the competencies and expertise needed for achievement
Engaged readers are:
Motivated
Knowledge-driven
Socially interactive
Strategic
Why is it Important to Teach Informational Reading?
Students’ success or failure in school is closely tied to their ability to comprehend informational text
Understanding informational text become both more essential and more challenging
Informational text increasingly becomes the source of student’ new knowledge and information
The demands of learning from text also increase as text becomes more complicated in middle and high school
In addition to information text found in books and articles, students access information on the Web and other multimedia sources
When do we teach informational text?
We being to teach informational text in Kindergarten
Primary grade students need increased instructional time with informational text (Duke 2004)
Young children often prefer age-appropriate informational texts such as dinosaur encyclopedias and bug books (Block 2004)
Students who have had informational text read aloud to them are more likely to select this type of text for independent reading (Dreher and Dromsky 200)
Listening to informational text can also build knowledge, especially when combined with other ways of learning (Anderson and Buthri 1999)
When do we Teach Informational Text?
After Grade 3 reading content-area informational texts becomes increasingly important in helping student expand their knowledge of science, social studies, mathematics, and other subjects (Torgesen et al. 2007)
It is critical to balance and integrate explicit comprehension strategies instruction with an emphasis on the content of the text
Providing more experience with informational texts in the early grades may help to mitigate the substantial difficulty many students have with this for of text in later schooling (Duke 2000)
