An integrated communication arts approach for enhancing students’ learning in the content areas

Abstract

This study investigated the use of an integrated communication arts instructional strategy to facilitate comprehension in a high school history course. Treatments for the three experimental groups varied in the number of language processes each utilized. The writing treatment group wrote the first day after a topic-brainstorming activity and the second day after a text reading about the same topic. The non-writing treatment group received the brainstorming activity followed by a topic-related word search puzzle task and then answered the comprehension questions from the text. The control group completed the word search puzzle and answered the comprehension questions. On the third day, all groups were administered an objective test and wrote on the topic. The writing group generated higher quality ideas on the written posttest than the other groups and better synthesized information acquired from all its activities. Furthermore, this group improved the quality of their ideas and their writing over the three-day period.A much discussed but little researched aspect of content-area learning concerns comprehension of subject information in the classroom. Although a primary consideration for any content area, comprehension is not actively promoted by current classroom practices. Durkin (1978-79), in observing 17,997 minutes in reading and social studies classes, found that less than 1% of class time was devoted to actual comprehension instruction; rather, the emphasis was on unguided practice through a limited variety of class activities. The present study attempted to address this problem situation by testing an instructional technique that focuses on the integration of various language activities to promote comprehension in the content areas.Because comprehension is a basic component of learning, classroom activities intended to help students learn content information must be designed to effectively facilitate comprehension. Moffett (1981) defines learning as "organic in the true sense of being a live organization, a system of interrelationships.

Using a Writing Strategy to Enhance Sixth-Grade Students' Comprehension of Content Material

“…Although they did not provide statistical evidence of the students' progress, they drew from classroom activities and student responses the conclusion that this integrated instruction gave these students an opportunity to practice the target language in a meaningful context while acquiring content concepts. Martin, Konopak, and Martin (1986) and Konopak, Martin, and Martin (1987a), in an effort to test the usefulness of this strategy, conducted two experimental studies with 1 lth graders which examined a modified version of the GWP. The major change in both studies was the deletion of the diagnostic checklist; rather than concentrating on the mechanics of writing, the emphasis was upon the fluency and coherence of ideas.…”