• Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
Challenge
Initial Thoughts
Perspectives & Resources

Why do so many adolescents struggle with content-area reading?

What can teachers do to help students develop stronger vocabulary knowledge?

What can teachers do to improve students’ comprehension of content-area text?

Resources

Wrap Up

Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

  1. teacher walking about checking student writingWhy is word identification in middle school texts difficult for many students?
  2. List and discuss at least three facets of text complexity that can create problems for middle school readers.
  3. For Possible Sentences:
    1. Briefly describe each step.
    2. Explain how the last step in Possible Sentences helps to solidify students’ newfound vocabulary knowledge.
  4. For the Anticipation-Reaction Guide:
    1. Briefly describe how the teacher prepares to use the guide in the classroom.
    2. Describe how students use the guide before, during, and after reading the text.
    3. Why is requiring the use of textual evidence important to developing students’ reading comprehension ability?
    4. In what ways might an awareness of perspective support middle school students’ reading comprehension of content-area texts?
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