Notes on Integrating Reading Strategies and Knowledge Building in Adolescent Literacy by Learned, St

Learned, J., Stockdill, & Moje, E. (2011). Integrating reading strategies and knowledge building in adolescent literacy instruction. In What research has to say about reading instruction (4th Ed.) (159-185). Newark, DE: International Reading Association

• Strategy instruction and knowledge building are not necessarily dichotomous. Perhaps we should “abandon (ing) a strategy versus content perspective” (p. 161)-dichotomy. Don’t have to be “competing constructs” (p. 160)

• Intertwined – a “synergistic paradigm” (p. 165)

• Need to view reading strategies as a means to an end, not a means unto themselves (p. 160)

• Reading comprehension- complex

• Herber & Sanders, 1969. -2 roles of content teacher-teach content knowledge & processes to produce and learn content

• Social nature of learning

• Reading Next report-brought adolescent literacy to the forefront; suggested “every teacher should be a teacher of reading” (also suggested by Herber, 1978) –p.172

• Reading and writing skills-domain specific

• Importance of background knowledge

• Knowledge of language-structure, function, meaning, vocabulary, text structure, genre, disciplinary concepts/practices

• “…knowledge needed to make sense of new ideas is multidimensional” (p. 174)

• **inquiry as a process for questions, motivating, -(Bulgren et al., 2007; Wigfield et al, 2004)

• “…critical comprehension is highly dependent on access to information” (p. 177)-discussed that strategy use alone could not reveal implications of a law-

• teachers need to offer connected text-tables, charts, diagrams, many articles on same topic

• purpose is important to knowledge acquisition-is it to “learn about a topic” or critically analyze-connects to article by Wolfe & Goldman (2005)

• students move from “one discourse community to another” throughout a school day (p. 180)

• Freire & Macedo, 1987-read the world and the word. Need exact quote

• Strategies to activate background knowledge w/out examination of it “run the risk of reinforcing misunderstandings or misconceptions” (p. 181)

“Reading strategies can and should work in the service of disciplinary knowledge building” (p. 159)