Apprenticing Adolescents to Reading in Subject-Area Classrooms

Schoenbach, Ruth; Braunger, Jane; Greenleaf, Cynthia; Litman, Cindy

doi:10.1177/003172170308500208

Cited by 24 publications

(19 citation statements)

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“…The concept of metacognition refers to one's knowledge about one's cognitive processes or anything related to those processes (Flavell, 1976, Brown, Bransford, Ferrara & Campione, 1983Paris, 1988, Hudson 2007. In metacognitive conversation, teacher and students discuss their personal relationships to reading in the discipline, the cognitive strategies they use to solve comprehension problems, the structure and language of particular types of texts, and the kinds of knowledge required to make sense of reading materials (Schoenbach, Braunger, Greenleaf, & Litman, 2003). Through metacognition, apprentice readers begin to become aware of their reading processes (Paris & Jacobs 1984).…”

Section: The Personal Dimension Involves Addressing Adolescents' Intementioning

confidence: 99%

“…What is more, working in small groups, benefiting from a second level of apprenticeship, thinking together and having constant access to a model (either the teacher or the better reader of the group), made learners' reading processes visible to themselves and to each other; and finally with direct strategy instruction, gradual removal of scaffolding and learners' growing confidence, learners at different proficiency levels became more capable of handling authentic texts and more enabled to "break the code" (Schoenbach, Braunger, Greenleaf, & Litman, 2003) of academic language.…”

Section: Providing Scaffoldingmentioning

confidence: 99%

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Teacher’s Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage

Mehdian¹

2009

ELT

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Despite decades of efforts, alarming statistics about the literacy crisis from secondary school teachers indicate that the reading abilities of the learners are inadequate for the materials to be taught and teachers wonder if adolescents are literate enough, language-wise, to leave school and enter colleges or universities.The common mode of teaching allows students a passive role in class which leads to their being disengaged from literacy. How we teach literacy is of great importance if students are to become empowered as lifelong readers. As individuals differ in their reading abilities, teachers must move beyond testing for comprehension if students are to embrace a new way of being literate.Although research has taught us much about what is needed to read, it has provided much less knowledge about effective means of helping students learn to read. This study hoped to design a literacy program to respond to this need through a Reading Apprenticeship Framework as a partnership of expertise, drawing on what the teacher knows and does as a reader and on pre-university students' often underestimated strengths as learners using exploratory mixed method design. BackgroundRandom views and alarming statistics about the literacy crisis from secondary school teachers indicate that there seems to be a mismatch between the language proficiency level of the students and the syllabus that is to be covered. Often teachers declare that the reading abilities of the learners are inadequate for the materials to be taught and they wonder if adolescents are literate enough, language-wise, to leave school and enter colleges or universities.In a world driven by information technology, the complexity of reading literacy is increasing as the format of texts becomes more diverse and increasing numbers of citizens are expected to use information from these materials in new and more complex ways. Varied texts such as CD-ROMs, Web pages, newspapers, and magazines place different demands on the reader. As information technology grows, we will encounter even more varied texts and will be called on to use information in new ways.Alluded to within this brief statement are a number of potential sources of trouble for the adolescent reader: decoding, fluency, vocabulary, background knowledge, and critical thinking. Yet, this list does not exhaust the factors contributing to adolescents' experience of success (or failure) at literacy tasks. According to Edelson and Joseph (2004), in addition to these requisites, readers must also develop and maintain a motivation to read and learn, the strategies to monitor and correct their own comprehension during the act of reading, and the flexibility to read for a wide variety of purposes in a wide variety of media, all while developing their identities not only as readers but as members of particular social and cultural groups.Helping students to attain the abilities fundamental to literacy is definitely challenging and a variety of instructional approaches have been developed to this end. Each ...

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Section: The Personal Dimension Involves Addressing Adolescents' Intementioning

confidence: 99%

Section: Providing Scaffoldingmentioning

confidence: 99%

Teacher’s Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage

Mehdian¹

2009

ELT

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“…Teachers who have limited investment in class reading often are reliant on a single textbook for instruction that can be either uninteresting or written above grade level (Allington, 2002;Daniels & Zemelman, 2004;Wilhelm, 2007). Additionally, the dual limitations of limited class time and the necessity of covering mandated curriculum standards have both impacted content teachers' ability to support class reading (Fisher, 2004;Ness, 2007;Schoenbach, Braunger, Greenleaf, & Litman, 2003). Ness (2007) collected data in eight middle and high school science and social studies classrooms and concluded students experienced little direct exposure to print in the classes she observed.…”

Section: The Link Between Student Reading Attitudes and Teacher Instrmentioning

confidence: 99%

Trapped in a Cycle of Low Expectations: An Exploration of High School Seniors' Perspectives About Academic Reading

Hooley¹,

Tysseling²,

Ray³

2013

hsj

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Reports show that the reading proficiency scores for 17-year-olds have stagnated over the past several decades. In this study, the authors explored older students' academic reading perceptions that might suggest links to proficiency. What do high school seniors really think about class reading? Do they understand what they read? How do they view teacher support for content reading? A quarter of the senior class of one mid-sized high school responded to open-ended questions such as these as well as a Likert-style reading attitude survey. Additionally, the teachers of the student study sample were interviewed about their students' reading behaviors and attitudes. Data revealed that these seniors largely felt confident in their class reading abilities despite the fact that most said they did not do much reading either for school or recreationally. Seniors also reported a lower tolerance for reading long periods of time and showed little preference for reading informational texts. Yet most participants planned to go to college and felt positively about the challenges presented by college-level reading. Student and teacher reports suggested both parties may be locked in a reciprocating cycle of low reading expectations that maintain student non-reading behaviors and unrealistic ideas about the skill level necessary for informational reading comprehension.With increasing demands for higher levels of literacy and the national focus on the Common Core standards, students' critical reading of informational texts has moved front and center as an education and curriculum issue. However, despite such mandates, the reading proficiency scores for high school seniors dropped again this year according to the SAT report on college and career readiness (The SAT Report, 2012). The report revealed that the graduating class of 2012 scored lower in critical reading than in 2011, indicating a downward trend as the past several years of students scored four points lower than in 2008. The 2011 ACT reading benchmark report also showed no improvement in reading scores since the previous year with only about © 2013 The University of North Carolina Press 321 half of students (52%) at reading benchmarks set for college readiness (ACT College and Career Readiness Report, 2011). The findings from both reports align with the National Assessment of Educational Progress (NAEP) long-term trend report, which showed that 17-year-olds' reading proficiency has remained stagnant over the past several decades (The Nation's Report Card, 2011).Although we know high school students' reading proficiency is a concern for the educational community at large, do students and their content teachers see reading proficiency as a problem? What do they really think of class reading and reading instruction? What is the connection between academic reading attitudes and proficiency for older students? These are some of the questions we investigated in this exploratory study. High school seniors in their American Government class responded to two measures: open-ended qu...

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“…These strategies are "procedural, purposeful, effortful, willful, essential, and facilitative in nature" (Jetton & Alexander, 2001, ¶ 17). Highlighting a set of instructional strategies called Reading Apprentice, Schoenbach, Braunger, Greenleaf, and Litman (2003) suggested that effective strategies focus on "how we read and why we read in the ways we do" (p. 134). In CTE, this translates into reading different genre of texts using different strategies and helping students understand the purposes for reading in a specific way.…”

Section: Instruction With Content Area Reading Strategiesmentioning

confidence: 99%

Agricultural Science Teachers' Attitudes About and Use of Reading in Secondary Agricultural Science Instruction

Park¹,

Osborne²

2007

Career and Technical Education Research

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A national survey of 216 agriscience teachers investigated the attitudes and practices related to reading. Knowledge of strategies, total time of text use, confidence in strategy use, and the general approach to reading explained 67% of the variance in frequency of content area reading strategy use. Teachers held positive attitudes about reading from personal and instructional standpoints. However, they lacked knowledge and confidence in content area reading strategies, which translated into low frequency of strategy use. Teachers appeared to use reading and text with justifiable frequency in their agricultural science courses. Because knowledge of reading strategies explained such a large amount of variance (nearly 64%) in frequency of reading strategy use, career and technical education program administrators and teacher educators should encourage professional development about reading strategies.

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Apprenticing Adolescents to Reading in Subject-Area Classrooms

Cited by 24 publications

References 1 publication

Teacher’s Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage

Teacher’s Role in the Reading Apprenticeship Framework: Aid by the Side or Sage by the Stage

Trapped in a Cycle of Low Expectations: An Exploration of High School Seniors' Perspectives About Academic Reading

Agricultural Science Teachers' Attitudes About and Use of Reading in Secondary Agricultural Science Instruction

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