1.++Reading+in+the+Content+Areas

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=**Research**= While it’s likely that being asked to read (with reasonable support) in every classroom would improve standardized test scores, that’s a side benefit to the real reasons to make sure that reading is a part of students’ content area learning.
 * Reading is a way to gain exposure to and develop tentative understandings of content. Teacher talk, even when supported by audiovisual aids, tends to dominate content area instruction—often at the expense of engaged student learning. Reading **diverse and provocative texts** from your content gives students another way to interact with the key information and ideas about which they’re learning.


 * Reading is vital means of exposing learners to what thinking in your content area looks and sounds like. Exposing students to well-chosen readings lets students in on important conversations in your field and **provides models** of what it means to think and talk like a scientist, historian, psychologist, musician, and so forth.


 * Asking students to read widely—beyond the textbook—is a highly regarded strategy of giving students **access** to the language and ideas that all students need to be successful in school and beyond. Teachers don’t have enough time to tell student everything they need to know, and students can’t learn it well enough just by listening and writing.



Five Points to Remember:
1. Reading and comprehending are the same thing. 2. Reading and writing support each other. 3. The more difficult the text the more important instruction using social interaction is. 4. Students learn to read when they practice before, during and after comprehension strategies. 5. The more a student knows about a subject, the easier it will be to read about it.

Questions: