College Students
Introduction
and History of Content Area Literacy College
Students Content
Area Teacher and Text Selection Assessment
Reading Strategies Writing Strategies Summary References
Some students attend college unprepared for advanced reading and writing (Chamblee, 1998). These readers had difficulty with literacy in high school and now face the academic challenges of college (Allington, 2001). Students struggle with reading and writing for many reasons, such as the inability to activate prior knowledge, to read course materials, and to monitor their learning (Allington, 2001.) Whatever the reasons, the responsibility lies with teachers to meet their students’ academic needs. Teachers also need to implement and design classrooms and lessons for content area literacy (Anders & Guzzetti, 1996; Lapp, Flood, & Farnan, 1996; Tonjes & Zintz, 1992).
Chamblee (1998) states that even though at-risk college students have cognitive skills to be successful readers, they avoid reading, lack metacognitive awareness and interest in reading, do not understand the role of reading and the reader, and do not see themselves as capable. (Paris, Lipson, & Wixson (1994) state, “Learning to be strategic is rooted in both development and instruction. The failure to be strategic in reading may result from either developmental inability or poor learning, but we know that good readers use more strategies as the read and they use them more effectively than poor readers” (p. 788).
Introduction and History of Content Area Literacy
Content Area Teacher and Text Selection