A look at the identification and resolution of reading problems in middle schools with content material.
Written in 2008; 874 words; 3 sources; APA; $ 31.95
Paper Summary:
This paper discusses how many middle school students today continue to experience problems in achieving the required levels of literacy due in large part to difficulties comprehending the material in social studies text because they do not possess the requisite skills such as background reading or the motivation to understand what they are reading. This paper provides an overview of the issues involved and the extent of the problem, as well as some useful teaching strategies that can be used to help these students develop good reading skills in the content area. A summary of the research and salient findings is provided in the conclusion.
Outline:
Introduction
Review and Discussion
Conclusion
From the Paper:
"The growing body of research into adolescent literacy has examined a wide range of potentially contributing factors including multiple literacies; personal identity issues; the influence of race, gender, and ethnicity; teaching and learning beliefs and practices; and the roles of text and context (Conley & Hinchman 42). In spite of this body of knowledge, there remains a dearth of timely studies concerning what can be done to improve the literacy rate among adolescent students today. As a result, the Alliance for Excellent Education (AEE) (2006) emphasizes that, "Without a focus on literacy instruction at the secondary school level, many students are left to drift, often faking their way through high school reading assignments" (Jobs for the 21st Century 2). "
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