Directed Reading-Thinking Paper

Reading is crucial to learning. Whether is school, home, workplace or everyday life, the benefits of literacy sets the foundation for future success. Content area reading provides strategies to students and allows ample opportunities for applicable learning through instruction. Although reading alone can provide strategies, content area hones in on the skills needed to understand not only curriculum materials, but life applications as well. Central to this process is the theory of metacognition, which describes an interaction between knowledge, experience, tasks, and strategies (Flavell, 1979). When students learn the content of subjects, they can learn to become independent readers and thinkers. Critical reading is one strategy that can

U.S. History). Therefore, content specific reading of textbooks can teach students to identify not only certain subjects, but also how to identify various structures and implement into their own writing. Content specific also helps students identify different models of text as well (i.e. photographs, political cartoons, news articles, maps and charts). Students can also learn to read and understand indicators, words and textual clues to help develop deeper understanding of the meaning of concepts and comprehension. Question answer relationship (QAR), Directed Reading-Thinking Activity (DRTA) are two other yielding strategies that helps move the student forward. Students move forward when they learn the goal is to become proficient in comprehending

Roe describes using a process of cognitive processing, thinking and questioning, clarification of reading purpose, prior knowledge, summarizing and monitoring the metacognition comprehension (Roe, 2013). Students must also learn the metacognitive strategies used by proficient readers if they are to take charge of their own learning (Plaut, 2009, pg. 25). In theory, the purpose of assessment is to gather information that will lead to improved instruction and learning. Questioning, already mentioned, is perhaps the most popular method of assessment. When reading a passage is that is leveled to age appropriateness for the reader, questions are asked that are related to the text. One source relayed that reading comprehension should not be confused with reading accuracy (redi.org 2016). However, reading accuracy can help teachers understand the student’s decoding strategies rather than comprehension. Combining the two into one assessment can help reading and comprehension (formative assessment). Different assessment tools should also be used by instructors to help gather a complete understanding of the student’s ability so learning can take place. Other assessments that help reading include formative and summative, norm-referenced test and classroom-based assessment (summative). Background knowledge also plays a vital role in