CONTENT AREA LITERACY

Whitney L. Williams
Longwood University
EDUC 550: Literacy and Learning in the Content Area Classroom
Spring 2022
 WHAT IS CONTENT AREA LITERACY?
"Content literacy can be defined as the ability
to use reading and writing for the acquisition
of new content in a given discipline."
McKenna & Robinson, 2005
 "AS RESEARCHER RICHARD
ALLINGTON (2013)PUTS IT,
YOU CAN'T LEARN TO READ FROM
TEXT YOU CANNOT READ."
Daniels & Zemelman, 2014, p.298
 IN OTHER WORDS,
content area literacy is helping students to use
reading and writing to understand content material
AND to be able to then use this knowledge to
further enhance learning opportunities.
 WHY IS IT IMPORTANT FOR
ALL TEACHERS
TO HAVE A WELL DEVELOPED, CLEAR, CURRENT
UNDERSTANDING OF
C O N T E N T A R E A L I T E R A C Y ??
 WHY IS IT IMPORTANT FOR ALL TEACHERS TO HAVE A WELL DEVELOPED, CLEAR, CURRENT UNDERSTANDING OF CONTENT AREA LITERACY?

Studies show an increase in content area knowledge when given the opportunity to read and write

Teaching and using Tier 2 vocabulary is a crucial for understanding new content

Exposing students to text and writing in content areas helps to not only build background for the
content, but also broaden the horizon for learning new material

Vocabulary cannot be only and directly taught in language arts or reading classes

"...effectively inviting kids to engage in our subjects, to think, remember, build knowledge---and to
care." (Daniels & Zemelman, 2014, p. 9)
"WHETHER THEY ARE COMFORTABLE IN THE ROLE OR NOT,
ALL TEACHERS ARE READING MODELS."
Daniels & Zemelman, 2014, p. 299
 HOW IS
CONTENT AREA LITERACY
DIFFERENT FROM JUST
CONTENT AREA READING?
 Content area Content area

READING LITERACY
Ability to read Ability to read
the material in a and write
given content effectively in a
given content or
field of study
Content reading = prerequisite for content literacy

Content literacy ≠ content reading

 Students should be included in
text/reading and writing experiences
relevant to the students' life and

WHY IS experiences to make learning

meaningful

SOCIAL JUSTICE Content area literacy is based on

everyone can be taught when
A CRITICAL COMPONENT TO appropriate scaffolding is used to
reach all learners, regardless of

CONTENT AREA LITERACY? background

Using content area literacy,

interactive methods are taught to
students so that information can be
applied to the relevant content,
therefore readers at all levels should
succeed
 "IT [LEARNING] RESTS ON A
FOUNDATION OF MUTUAL DIALOGUE;
TEACHERS BECOME LEARNERS AND
LEARNERS BECOME TEACHERS. THIS IS
ESPECIALLY IMPORTANT WHEN TALKING
ABOUT ISSUES OF IDENTITY, POWER,
PRIVILEGE AND BIAS, WHERE DEEP
UNDERSTANDING RELIES ON MULTIPLE
PERSPECTIVES."
-LEARNINGFORJUSTICE.ORG
 CHALLENGES
STUDENTS ENCOUNTER WHEN READING CONTENT AREA MATERIAL:
Reading the "wrong" Lack of visualizing Not enough
stuff and/or don't what is read to help independent reading
understand what is understand the time
read due to lack of material
tier 2 vocabulary Teachers feel pressure
to meet certain
Unable to navigate benchmarks/scores
Weaker readers see through a word and will often "teach
reading as a chore problem or paragraph to the test" rather
to work through a than expand students'
problem knowledge through
content literacy
opportunities
 What are the
benefits
of content area
teachers supporting
the reading and
writing of their
students WITHIN the
context of the subjects
they teach?


Learning vocabulary through content; unrealistic for students to solely learn

vocabulary and strategies for understanding vocabulary only in a reading class

Learning promotes social interaction because for every 5-8 minutes a teacher talks,
students should have an opportunity for discussion and educational discourse

Leads to increased reading when students understand how to navigate through new
material

Studies show the value of writing strengthens comprehension skills. As Alder states,
"You can't avoid thinking when you write."

Creates more authentic and powerful learning opportunities for students ....and
teachers
 KEY TERMS AND CONCEPTS IN CONTENT AREA LITERACY
...and why they are important

Reading/
Cognitive Tier 2 Tier 3
Content Area Strategies Scaffolding Vocabulary Vocabulary

The specific area Instructional Providing Words used Words used that
of discipline strategies taught appropriate across content are very specific
that proficient supports to help areas that show to a particular
readers use students through a deeper content/discipline
when reading for the learning of understanding of
understanding new material the content
material
NEW THOUGHTS OR IDEAS TO TRY
Being more cognizant of making sure the appropriate scaffolding
supports are in place for students, especially in the content areas

Create a tier 2 vocabulary wall that can be referenced across all

content areas

Investigate more current models of inquiry learning and how to best

implement this with my students

Remember...."When students need to move up the ladder of challenge,

they need teachers who don't just assign and exhort, but who show
them the way (Daniels & Zemelman, 2014, p. 304)
"IN THIS INFORMATION AGE, IT IS NOT ENOUGH TO
MERELY AQUIRE INFORMATION; STUDENTS MUST
KNOW HOW TO ACQUIRE IT AND, MORE IMPORTANT,
TO INTERPRET AND USE IT."
Manzo & Mazgo, 2005
 References
Alder, R. (2014). How important is teaching literacy in all content areas? www.edutopia.org.

Daniels, H. & Zemelman, S. (2014). Subjects matter: Every teacher’s guide to content-area
Reading (2nd edition). Heinemann. ISBN: 978-0325050836

Learning for Justice. (2016). Critical practices for anti-bias education. Learning for Justice.
https://www.learningforjustice.org/

Manzo, A. V., Manzo, U. C. & Thomas, M.M.. (2005). Content area literacy: strategic teaching for
strategic learning. John Wiley and Sons.

McKenna, M.C. & Robinson, R.D. (2005). Content literacy: A definition and implications. Pearson.