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Essay / Research Paper Abstract
A 5 page research paper that examines 2 scholarly articles on reading and strategies for at-risk adolescents with low-level reading skills. The articles are summarized and related to teacher practice. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khartlrl.rtf
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Unformatted sample text from the term paper:
curriculum by concentrating on test-driven requirements (Tatum, Alfred 570). Rather than follow this path, he calls for teachers to offer opportunities that allow students to develop a "broader sociopolitical
consciousness," which allows them to critique "cultural norms" (Tatum, Alfred 570). To accomplish this goal requires improved reading on the part of many at-risk adolescents and, specifically, reading instruction that
emphasizes understanding text content. The following examination of reading instruction for such students examines two scholarly articles that propose instructional strategies for improving reading skills. Anderson and Roit describe
a research project designed to aid in-service special education teachers who are engaged with small groups of severely reading-delayed adolescents (ages 12-16). These authors point out that despite common goals,
approaches to reading strategy instruction differ widely. This can cause confusion for teachers. Therefore, they endeavor to clarify not only practical strategies for improving reading skills for these students, but
they also help teachers to comprehend the students perspective. In particular, Anderson and Roit differentiate between the goals of understanding and remembering content. In so doing, they place the emphasis
in their article on how teachers can encourage active learning. They point out that "...understanding a text does not guarantee that it will be remembered, but it is surely a
prerequisite" (Anderson and Roit 123). In other to help students with understanding, the authors suggest several strategies, which including the teacher modeling such things as cognitive empathy, which is when
the teacher recognizes a cognitive problem and offers help. It is also recommended that teachers show respect for students existing strategic knowledge. More specific strategies are also outlined, such as
modeling thoughtful reading and "thinking out loud." This strategy helps to provide slow readers with cognitive support. Poor readers require a great deal of cognitive support and "explicit thinking
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