Is Comprehension Instruction in the Content Areas Different?

The simple answer is NO!

The research in the field of comprehension is clear. Students must activate their inner voice, build from schema and model an array of strategies in order to become creative and thoughtful learners. These strategies apply across content areas and should be taught in every discipline. The amount of strategies and tools that a student masters will only serve to heighten their adaptability and flexibility as an active learner.

Activate Background Knowledge and Build Schema creates a foundation for Higher Level Thinking, Understanding and Synthesis

Picture books
Question and Answer
Pictures
Guest speakers
Literature
Field Trips
Current Events

Inner Voice and Running Commentary creates Independent, Flexible and Adaptive Readers

Monitor Comprehension

Identify comprehensible text

Know what you need to know

Aware of purpose

Use of strategies

Identify difficulties

Solve text-level problems

Identify confusing ideas

Learning to stay focused

Scaffolding, Guided Practice and Modeling Create a Solid Foundation for Comprehension

Connection to the  learner

Visual images activate memory

Engage interests and enthusiasm

Provide time for thinking

Sticky notes

Coding

Final Thoughts:

Comprehension must be taught throughout all disciplines. It seems elementary for all teachers to embrace the many strategies available to help students succeed in all disciplines. It is sometimes difficult to see the forest for the trees in todays educational culture. The demands of the job have only intensified over the years and students are being left in the wake of a quantity of quality environment. We have a duty to stop and smell the roses, question, visualize and design a better way for our students to realize their full potential. The research is quite clear and if implemented will create an engaging, thoughtful, inspired classroom. 

Works Cited

Cummins, S. (2012). Close reading of informational texts: Assessment-driven instruction in grades 3-8. New York: Guilford.

Fisher, D., & Frey, N. (2014). Reading Instruction of Content-Area Texts. The Reading Teacher , 347-351.

Harvey, S., & Goudvis, A. (2007). Strategies that Work. Portland, MA: Stenhouse Publisher.

Keene, E., & Susan, Z. (2007). Mosaic of Thought. Portsmouth, NH: Heinemann.