Content Literacy: Fundamental Toolkit Elements

Abstract

The inaugural column in the “Content Literacy” department discusses the importance of teachers' assisting students in grades 4–6 to develop content literacy skills. The discussion centers on levels of literacy and diversity issues facing teachers and then identifies three fundamental elements that should be a part of every teacher's content literacy toolkit.

Imagination and Literacy Instruction: A Content Analysis of Literature within Literacy-Related Publications

“…In the section of the analysis, the use of imagination across genres is discussed (Brozo & Flynt, 2007;Douville & Algozzine, 2004;Langer, 1990;NEA, 2007;Romano, 2006). Beyond the types of envisionment explained in the first section of these findings, Langer found that genre affected ways students used imagination.…”

“…On the other hand, while reading informative materials, Langer's students kept in mind "a point of reference" (p. 229). Brozo & Flynt (2007) expressed the need for teachers to develop abilities to engage students' imaginations when the students are reading nonfiction.…”

“…Finally, Brozo & Flynt (2007) call on teachers to recognize the essential nature of developing our own knowledge and abilities to lead students to apply imagination in order to thoroughly understand content texts and language across all disciplines.…”

Raising literacy achievement in reading: how principals of 10‐ to 12‐year‐old students are making this happen

“…However, Brozo and Flynt (2007) cite National Assessment of Educational Progress data showing that 38% of students in the USA are reading at a 'sub-basic' level. Snow (2002) argued that reading underachievement among students in the US secondary school system adversely affects their achievement in most other subjects.…”

Taiwanese Grade-Five Students Reading a Chinese Science Text of Mixed Sub-Genres: A Misce Analysis Study

“…In the introduction of the special issue, Hines, Wible, and McCartney (2010) wrote that "good literacy skills make it easier to learn science, but science topics can also be used to teach literacy skills that will translate well to other subjects" (p. 447). instruction in the science curriculum (see, for example, Brozo & Flynt, 2007;Fang, 2006;Romance & Vitale, 1992;Saul, 2002). Yore, Craig and Maguire (1998) clearly stated that students' understanding of their reading processes is one of the future directions in science reading research.…”