Promoting Learning through Content Literacy Instruction

ABSTRACT Research has confirmed that many students in the middle grades and high schools experience serious challenges with respect to content area tasks that involve literacy. Over time, educators have become more knowledgeable and informed about content literacy instructional practices for developing vocabulary, comprehension, study strategies, and writing. However, consistent and long-term application of content literacy practices remains a challenge and a goal. This article examines theoretical bases associated with content literacy instruction. In addition, selected content literacy strategies are presented and described. Assessment data such as the report by the National Institute for Literacy (2007) confirm that many students in the middle grades and high schools experience serious challenges with respect to tasks involving content area literacy. Educators often ask: How is it possible to facilitate students' learning and comprehension of subject matter, to help them transfer what has been learned to other subject areas, and to equip them with tools that promote independent learning? Questions such as these are addressed in this article. The report of the National Reading Panel (2000) reviewed the factors associated with reading success, including the critical roles of vocabulary and comprehension reinforcement. These are skills that transcend grade levels and subject areas. It is becoming ever more necessary to ensure that literacy instruction does not end with elementary level instruction; but rather becomes an integral component of content area instruction at all grade levels, especially as the need to apply literacy skills within content areas increases (Moore, Bean, Birdyshaw & Rycik, 1999; Rycik, 2008). An important consideration in addressing this issue is the degree to which educators understand, acknowledge, and apply the components of content literacy instruction. From the early research initiated by Dr. Harold Herber (1 978) to more recent times, educators have come a long way in acknowledging the need to help students acquire literacy skills for learning in all subject areas at all grade levels. Professional organizations have issued position statements that reflect the prevailing research associated with adolescent literacy at the middle and high school levels (Rycik, 2008). Increased attention has resulted in a better understanding of the factors associated with content literacy and a search for instructional strategies that can be manageably implemented in classrooms. That search has been conducted through years of research, through professional development in school settings, through undergraduate and graduate university courses, through conferences and workshops, and through independent professional study. After some initial resistance, many educators have arrived at a more comprehensive understanding of instructional practices that maximize learning for students in middle grades and high schools (Alvermann, 2001). The field of content literacy instruction has grown, but opportunities remain for continued professional development and, more importantly, for increased application of content literacy strategies in classroom settings with adolescent learners. CONTENT LITERACY INSTRUCTION: INVESTIGATING BELIEFS It is important to examine beliefs regarding content literacy instruction, what it is, what it means, and how it can be implemented. Some educators believe that content literacy instruction is simply adding literacy instruction to content instruction. Given that perspective, the task of connecting reading and writing skills to the demands of subject area instruction may present a challenge for students, and surely a daunting task for teachers. A more comprehensive understanding of content literacy instruction and familiarity with instructional strategies that are known to be effective can help teachers address issues of literacy learning across all subject areas for all grade levels and for all students (McConachie, Hall, Resnick, Ravi, Bill, Bintz, & Taylor, 2006). …