Blog # 1

Brief Summary

Chapter 1 of “Content Area Reading and Literacy” defined three different types of readers: active, independent and fluent. It is important that we as teachers can guide our students so that they will be successful at one, or all three of these reader types.

Active readers are constantly asking questions about the content they are reading, as well as monitoring (checking for understanding). A successful active reader knows how to separate the important information from unimportant information. Active readers also are great at open-forum discussions, in which they can interact with their peers. 

The independent reader is one who is also an independent learner. They are able to make connections from their own experiences to what they are reading and make judgments about the quality/value of what they read. Independence takes time and guidance from both peers and teachers to help interpret, clarify, and explain texts that are read. Lastly, fluency in readers is determined by the ability to comprehend texts based on "speed, accuracy, and appropriate expression" (Alvermann et al, 9).

This chapter also introduces the term "content literacy." Content literacy is "the ability to use reading and writing strategies to learn new content" (Alvermann et al, 10). Writing strategies can include personal response, journals and diagrams to reflect on text.  If the students are successful in accomplishing the reading types above, they are more likely to be successful with content literacy. Module 1 explains that reading in the different content areas usually applies for middle and secondary levels because these students are reading to learn versus learning to read. Motivation and reader interest was also an important theme in helping students to better comprehend texts in content areas. 

Critical Reflection

The ideas/terms above are important because there will be many different readers in a classroom. It is important that the teacher is aware of this and can create activities that will foster the growth of each student's reading skills. I also think that the statement made in Module 1 (students in the secondary and middle levels are reading to learn) is an important thing to keep in mind. Teachers need to realize that even though this is what they expect the students at those ages to do, they may actually not be at that level yet. Teachers may have to guide them and teach them the skills and strategies to effectively read to learn. 

As I was reading about content literacy strategies, I found myself disagreeing with the claim that "educators who teach from a reader response perspective put too much emphasis on personal and individual interpretation" (Alvermann et al, 16). I believe that a student's input and interpretation is extremely important because it allows the student to really think about a topic. They can relate it to their own experiences and get their thoughts down on paper (if they are journaling). It is also a good way for the teacher to get to know the thoughts and ideas of his/her students. Teachers can still show their students how to think critically of a text, but to think critically, you must know where you stand first. 

Module 1 explained how motivation is a strategy that should be used to help students comprehend subject areas better. I agree with this. When a student is motivated, they are reading because they are interested in the topic and feel that they have the ability to complete the task. Module 2 talked about how many textbooks are not well written or not engaging, and this is an important thing to think about as a teacher. When deciding on a textbook, make sure that it is also visually appealing and a good fit for your students. 

Implications for Teaching 

In the music classroom, students don't necessarily read textbooks on how to play music, but they do use method books and read music notes off of scores. I can definitely use some of the strategies listed above to help my future students to better comprehend and read in my classroom. The first, and most important in my mind, deals with motivating the students. I can do this by finding out what their interests are, what kinds of music they like and include those things into my daily lessons. For example, if I were teaching a middle school string orchestra, I would find an arrangement of a popular song on the radio for them to play. This would get them excited to learn it, and because it is an arrangement, it will be suitable for their playing level. I could also go further and teach them about the history of American pop music. In this lesson I would use the active reading strategy of having the students read about the history and then make a timeline or diagram of important events/artists/musical characteristics. 

Relationship 

This week’s readings and modules speak true to what the standards for Music Education state. Music teacher are expected to understand the methods of motivation and using reader interest to impact comprehension. Both the media and Chapter 1 of Alvermann talked about the importance of these two things. The second standard listed in the Music Education document is the ability to use a wide range of instructional practices to support reading and writing. Chapter 1 of Alvermann explained a few approaches to help comprehension such as peer discussion, self-reflection, and generating questions/monitoring.