Dr. Robert Brewer
Assistant Superintendent for Curriculum and Personnel
Franklin County Community School Corporation
The argument for offering reading courses in grades 7-12 is sometimes met with resistance because of scheduling constraints and budget concerns. Both issues can be legitimate. However, those issues can be overcome. One creative solution offered at a local junior high school simply has a reading class in which the primary text is a social studies book. The format for instruction uses a slightly modified directed reading lesson (DRL) as well as trade books and technology. Students are able to develop reading skills and strategies while learning the content of their social studies text and satisfying state standards for the subject.
The teaching and learning framework for this hybrid class has two focal points. First, teachers use a commonly accepted reading framework which they provide before, during, and after instruction. Before students read an assignment, teachers provide background information, vocabulary development, and review of reading skills or strategies. During reading, students are provided with purpose-setting questions and discussions. Purpose-setting questions are particularly beneficial in content subjects, where the amount of information can overwhelm and frustrate students. By asking questions prior to reading sections of an assignment, teachers direct students to the information and concepts that are most relevant. Finally, after completing a unit of study, students are provided an opportunity to expand their knowledge and pursue interests. These activities are in the form of further reading, class discussions, writing, or projects.
The second focal point in this dual class is the emphasis on study skills and reading strategies, which enables students to make the transition from learning to read to reading to learn. Teachers pose the question to students, “What if you read a section and don’t understand or remember what you read? Now what”? To address that question, students are made aware that we all experience that dilemma. Teachers share personal reasons about what causes that problem and how they cope with it. Students learn to monitor their reading, adjust their reading rate, and reread passages. They are also required to learn and apply study skills such as SQ3R, previewing, skimming, scanning, paraphrasing, or retelling in their own words.
Adapting reading and study skills to content subjects in junior high school and high school can be greatly beneficial. However, this same practice affords elementary grades multiple opportunities per day for reading instruction as well as “real” application of reading skills and strategies.