RAISSE the Question: How might we teach reading across the content areas?

Title
RAISSE the Question: How might we teach reading across the content areas?
Publication Date
2009
Author(s)
Styslinger, Mary E
Clary, Deidre
Oglan, Victoria
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
New York State English Council
Place of publication
United States of America
UNE publication id
une:15640
Abstract
Mark asks a good question. Why should we be teaching high school students how to read it in high school? Shouldn't students already know how to read by the time they come to us, wide eyed, pierced, and tattooed, on that first day of freshman year? I guess that all depends on how we choose to define reading. In order to read, a reader simultaneously utilizes four cue systems of language including graphophonemic (cues from letters and letter patterns which form sound symbol relationships), syntactic (cues from grammar like word order, function words, and word endings which form word-order relationships), pragmatic (cues from the context in which the language is used), and semantic (cues from word meanings, shaped through language and real-world experience). All cue systems work in unison to create meaning for the reader.
Link
Citation
The English Record, 59(3), p. 46-61
ISSN
0013-8363
Start page
46
End page
61

Files:

NameSizeformatDescriptionLink