Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades
Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades
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为小学年级的有效内容领域读写教学提供案例和场所
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Barbara Moss
中科院分区：
文献类型：
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作者：
Barbara Moss
今天，前所未有的，内容领域扫盲正在获得教育工作者的关注。虽然在中学阶段一直强调内容领域素养教学，但在小学阶段对内容领域素养教学的需求也越来越明显。本文首先介绍了该主题的背景，展示了在过去十年中人们对基本内容领域扫盲的兴趣是如何增加的，以及内容领域扫盲的概念是如何随着时间的推移而变化的。它确定了在小学阶段包括内容领域扫盲的三个关键原因：
Today, as never before, content area literacy is gaining the attention of educators. Although it has always been emphasized at the secondary level, the need for content area literacy instruction at the elementary level is becoming more and more apparent. This article begins by providing background on the topic, demonstrating how interest in elementary content area literacy has increased over the past decade and the ways conceptions of content area literacy have changed over time. It identifies three critical reasons for including content area literacy in the elementary grades:
Early exposure to exposition may facilitate development of nonnarrative reading and writing skills
Informational texts may motivate some children to read more
Informational texts may increase student facility with new knowledge domains
It then describes five ways that teachers can make a place for content area instruction in their classrooms. They include (a) integrating literacy instruction with content area study, (b) providing students access to multiple text types and time to read them, (c) helping students become strategic readers and writers of informational texts, (d) involving students in inquiry-based experiences, and (e) developing professional expertise in teaching students about nonnarrative texts.