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    Content Area Literacy

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    Lovelyn Baclao
    Content Area Literacy refers to the ability to read, comprehend, critique, and write about multiple forms of information from various content areas like textbooks, novels, magazines and the internet. It involves comprehending and applying content with the correct discipline-specific vocabulary. The different types of Content Area Literacy depend on the subject area, and include general literacy skills, content-specific literacy skills like map reading, and prior knowledge of the content. Key proponents who defined "Content Area" and its cognitive components are Michael C. McKenna and Richard D. Robinson. The roles of Content Area Literacy are to cultivate 21st century skills in students, take an active learning approach where instructors use creative teaching and authentic

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    Content Area Literacy

    Uploaded by

    Lovelyn Baclao
    87 views2 pages
    Content Area Literacy refers to the ability to read, comprehend, critique, and write about multiple forms of information from various content areas like textbooks, novels, magazines and the internet. It involves comprehending and applying content with the correct discipline-specific vocabulary. The different types of Content Area Literacy depend on the subject area, and include general literacy skills, content-specific literacy skills like map reading, and prior knowledge of the content. Key proponents who defined "Content Area" and its cognitive components are Michael C. McKenna and Richard D. Robinson. The roles of Content Area Literacy are to cultivate 21st century skills in students, take an active learning approach where instructors use creative teaching and authentic

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    what is Content Area Literacy

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    Content Area Literacy refers to the ability to read, comprehend, critique, and write about multiple forms of information from various content areas like textbooks, novels, magazines and the internet. It involves comprehending and applying content with the correct discipline-specific vocabulary. The different types of Content Area Literacy depend on the subject area, and include general literacy skills, content-specific literacy skills like map reading, and prior knowledge of the content. Key proponents who defined "Content Area" and its cognitive components are Michael C. McKenna and Richard D. Robinson. The roles of Content Area Literacy are to cultivate 21st century skills in students, take an active learning approach where instructors use creative teaching and authentic

    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    87 views2 pages

    Content Area Literacy

    Uploaded by

    Lovelyn Baclao
    Content Area Literacy refers to the ability to read, comprehend, critique, and write about multiple forms of information from various content areas like textbooks, novels, magazines and the internet. It involves comprehending and applying content with the correct discipline-specific vocabulary. The different types of Content Area Literacy depend on the subject area, and include general literacy skills, content-specific literacy skills like map reading, and prior knowledge of the content. Key proponents who defined "Content Area" and its cognitive components are Michael C. McKenna and Richard D. Robinson. The roles of Content Area Literacy are to cultivate 21st century skills in students, take an active learning approach where instructors use creative teaching and authentic

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    1. Define Content Area Literacy.

    According to Moss (2005), Content Area Literacy is a cognitive and social practice
    involving the ability and desire to read, comprehend, critique, and write about multiple
    forms of print include textbooks, novels, magazines, Internet materials and other
    sociotechnical sign systems conveying information, emotional content, and ideas to be
    considered from a critical stance. This is not just about a mere reading and writing but with a
    comprehension and application of it with the used of correct vocabulary in a certain
    discipline.

    2. What are the different types of Content Area Literacy?

    The different types of Content Area Literacy will depend to the area such as English
    language, Mathematics, Science test, and Social studies that enhances the ability of the
    students to solve critical arithmetic problems, how the different components of nature work,
    and help in solving the content literacy field. In connection to the ability mentioned in the
    above includes principal cognitive components: general literacy skills, content-specific
    literacy skills (such as map reading in the social studies,) and prior knowledge of content.
    General Literacy is the ability to read, write, and speak in English, and to compute and solve
    problems at levels of proficiency necessary to function on the job and in society, achieve
    one’s goals, and develop ones knowledge and potential. While, Content specific refers to
    terms, concepts or vocabulary having explicit meaning critical to understanding particular
    content. On the other hand, Content schema refers to "background knowledge of the content
    area of the text" (Carreli and Eisterhold, 1983, p.80). You can easily understood what you
    are reading if you have your schema or your prior knowledge about the topic.

    3. Identify the different proponents of Content Area Literacy.

    The different proponents of Content Area Literacy are Michael C. McKenna and
    Richard D. Robinson who define “Content Area” and identify three principal cognitive
    components. Also, discusses the implications of content literacy for content area reading
    teachers.
    4. Explain the roles of Content Area Literacy?

    The roles of the Content Area Literacy to the students are it provides an approach to
    content instruction that cultivates the skills for 21st century literacy: critical thinking,
    communication, collaboration, and creativity. It is important that the instructor should use
    creative approaches when teaching content knowledge to students. Another, to take charge
    of designing authentic, real-world experiences and assessments. Learning is not just about
    examination, paper works, and etc. but also the application of every topic itself outside of
    the room. Students should face and experience the real world. Commit to a conceptual
    framework of learning by doing. Students learn when they are actively engaged in their own
    learning. It also provides a unique opportunity for the teachers—to gain further insight into
    students’ progress, level of thinking, knowledge, and vocabulary growth.

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