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Essay / Research Paper Abstract
A 5 page research paper that discusses the topic of using reading strategies to guide students' comprehension of content instruction. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khreadct.rtf
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Unformatted sample text from the term paper:
that address reading concerns that can be utilized in content area instruction (McGregor and McGregor, 2005). The purpose of this paper is to explore current educational literature for strategies that
can facilitate guiding students efforts in reading in a manner that will increase comprehension of content areas. The expectation is that this review of literature will provide specific practical advice
that can then be applied to lesson plans. Therefore, the first part of the paper will summarize sources on this topic and the remainder of the paper will present two
lesson plans. Traditionally, strategies that are designed to improve reading comprehension were taught only remedial or specialized instructional settings and geared toward the needs of these students (Lens, 2006).
Tyner and Green (2005) make the salient point that reading, in regards to understanding content, needs to be supported by the texts available in the classroom. Effective "content area instruction
must be supplemented with leveled text to support the varying reading levels of students" (Tyner and Green, 2005, p. 117). Students can never become proficient readers of content without
texts that are geared to their needs (Tyner and Green, 2005). Therefore, the first step in helping students understand content is to provide texts that are appropriate to
the various reading proficiency levels that are evident in the class. McGregor and McGregor also make a good point as they observe that, while reading is intrinsic to academic
success, for all intents and purposes, "formalized reading instruction ceases after the third grade" (McGregor and McGregor, 2005, p. 170). The goal for instruction regards to guiding
childrens reading in content is to "guide your students before, during and after reading in order to assist them (to) understand what was read" (McGregor and McGregor, 2005, p.
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