Reading Education

Please read the attachment! This is due within 13 hours!

Directions: Please each discussion question in 150 words and each response in 100 words. This is an Reading Education Course This is due within 13 hours! Must cite references for discussion questions. I’ve attached articles that may be of assistance.

http://contentliteracy101.weebly.com/what-is-content-literacy.html

Discussin 1: In your opinion, is fiction or non-fiction text more difficult for students to comprehend? Why? What strategies would you use to integrate both into a content area other than an English language arts class? Provide examples as necessary.

Response Discussion 1:

Jill wrote: In my personal opinion, non-fiction works may be more difficult to students to comprehend. Nonfiction reading may contain more unfamiliar vocabulary as well as topics that may be foreign to some students. Based on the curricular content area such as science and the social sciences, nonfiction reading may be more common and prevalent compared to the fiction-based English language classroom.

Integrating both fiction and nonfiction reading into all content areas is key to preparing students to have the literacy skills to be successful beyond the walls of the classroom. In order to properly implement the use of both fiction and nonfiction works in the science classroom, educators must strategically plan the proper use for both types of written word in order to attain student learning goals. An educator can lean on works of nonfiction to supplement direct instruction and to dive deeper into particular topics. Fictional works can then be analyzed for accuracy and can be used as a basis for critical thought and discussion. Works of nonfiction can also be utilized to address common misconceptions of scientific fact to allow for a deeper understanding of the content (Branstetter, 2020). It is also important to note that fictional writings can promote and impart the importance of creativity and innovation in the field of science and engineering (Boswell & Seegmiller, 2016).

 

Response Discussion 2:

Jacqueline wrote: I’m sitting at the dinner table with my 9-year-old as I’m pondering this question. She is a 3rd grader, soon to be 4th. I asked her for her opinion, and she immediately said fiction is was easier for her to read. When asked why she told me that sometimes she doesn’t understand the words in nonfiction books. It does make sense that kid her age would rather read about a far-off land than about math or science facts.

Personally, I think the opposite way. I like real life crime stories and biographies. I don’t usually like fantasy or fairytale books. When I was her age, I remember reading books like, “The Babysitter’s Club” or “Sweet Valley High”. They were both about the lives of girls a little older than me. That was about as pretend as it ever was when it came to my reading experiences. I do know that I’m not typical, and that my daughter’s opinion is probably the same as the majority of other kids.

I plan to teach middle school math. I’m honestly not sure how I will incorporate any fiction into this type of a class. My first thought was to talk about unicorns or vampires in my word problems, but I knew that wouldn’t be sufficient. I did some digging and found that some math instructors use fiction books to bring the concepts to life. When researching methods of how this can be done, I found a website that listed 10 books to use in math classes for all ages. Here is the link: 

https://www.kqed.org/mindshift/50593

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I still wasn’t convinced that this could be done in math so I kept looking. I actually found some lesson plans of a pre-algebra teacher who does this in all his classes. He spoke of several fiction books that helped his kids understand and expand on certain content. One in particular was a book about a man who suddenly could predict the future. His brain became like a calculator. He listed several other books, all that had a connection to math. One was about someone with a traumatic brain injury speaking with numbers. Another was about an astronaut, and another about a group of scientists living in seclusion. I do see how he brings certain things to life for them, and I finally do see the point in using more than just text books. They probably love this part of class!

 

Discussion Question 2: What role does non-fiction play in developing a deeper understanding of content outside of the language arts classroom? How can the teacher utilize it to improve literacy development?

Response Question 2:

Magaly wrote: Reading nonfiction texts plays a significant role in the development of deeper content for student understanding. Research shows that what students read is equally significant (Matthiessen, 2015). Educators concur that students need to start reading informational texts in all subjects from the earlier grades (Matthiessen, 2015). Experts also claim that students to read more nonfiction learn how to develop more complex thinking. Mark Bauerlein, Emory University professor describes in his article, “Too Dumb for Complex Texts” that nonfiction reading is very demanding especially for kids who are at an age full of distractions. Bauerlein says, “Complex texts require a slower labor. Readers can’t proceed to the next paragraph without grasping the previous one, they can’t glide over unfamiliar words and phrases, and they can’t forget what they read four pages earlier…Complex texts force readers to acquire the knack of slow linear reading.…” (Matthiessen, 2015).

The Council of Chief State School Officers state the reading should be shifted to complex nonfiction reading (Goodwin & Miller, 2013). Students that are able to answers questions based on complex reading have a better chance of getting a grade of C or better (Goodwin & Miller, 2013). Teachers are encouraged to change their reading writing approach. For example, book reports should ask that students analyze the book instead of giving a summary. Student presentations should be grades on how students express their ideas. In history class, papers should ask for various sources, the purpose of this is to see how bias and beliefs influence many ways the same event is described (Goodwin & Miller, 2013).