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Content area, previously referred to as subject or subject area, can be described as a specified domain of skill and knowledge in any academic program. In public schools, the content areas are typically divided into English language arts (or simply English), social studies (which include history and civics), technical subjects, and science. Sometimes, these traditional content areas may combine or intersect due to certain commonalities or shared topics. For example, humanities represent English language arts and social studies; fine and performing arts include theater, dance, music, and visual art; science, technology, engineering, and math form an acronym STEM. The content area approach generally allows schools to adequately organize information, teaching process, and overall academic programming. Consequently, learning standards, generalized tests, faculty departments, academic teams, and requirements for graduation, as well as the reading, are all subjected to organization according to content areas.
In this context, content area reading is a specific approach to reading that a student has to implement to understand and complete a particular area of a subject properly. The reading associated with a specific content area includes the ideas and concepts necessary for these subjects; its text is also structured according to the rules of the field practitioners. In other words, the vast majority of the texts that can be found in these subjects are informational (expository). That is why they require different strategies for efficient reading and comprehension. There are many valuable tips, approaches, and techniques that increase the students’ level of content area understanding. Organizing and standardizing is the primary purpose of the Common Core State Standards Initiative effort (CCSSI); therefore, it was also applied to the content area reading.
Understanding the importance of reading in the learning process, CCSSI has successfully generalized strategies that can help students in their reading exercises. First of all, according to Appendix A, to improve content-area reading among students, teachers should adequately organize the texts using the three-part model for measuring text complexity before presenting them to students (CCSSI). It implies the qualitative and quantitative text analysis, as well as reader and task considerations (CCSSI). The qualitative part of the model refers to text features that can be measured by an attentive human reader, such as purpose, language, structure, and knowledge demands. The model’s quantitative part concerns the features that are best evaluated by a machine than a human due to the inability of the latter to do it efficiently enough. Frequency and length of words, sentence properties, and text cohesion belong among them. The last part of the model depends exclusively on a teacher’s professional judgment, knowledge, and experience – it concerns how appropriate the text would be for particular students or classes.
Overall, an organization is a key element of the learning process because there is no point in reading if it cannot be adequately grasped and comprehended. On a narrower scope, the teachers should demand their students to implement the following reading strategies: looking for key ideas, analyzing structure, integrating knowledge, and gradually increasing the level of text complexity (CCSSI). Looking for crucial text features can prove vital in terms of time efficiency. Depending on the study goals, the relevance of information presented in the text may vary; thus, it is important to look for the general explanation and specific details supporting it. To do so, one should read the text closely to determine its explicit meaning, simultaneously making logical inferences. Keeping track and analyzing the ideas’ development will help consolidate the knowledge in the final summary.
Analyzing the text’s structure and its individual words will help further consolidate the obtained knowledge and expand the vocabulary. The texts’ structure has certain logic that allows to distinguish them from one another. It can be seen through how individual sentences and paragraphs relate to each other and the text as a whole. Another critical relation is how the purpose or point of view shapes the content and style. Finally, the words used can also tell a lot about the text type and described topic.
In turn, integrating knowledge and ideas can aid in broadening the horizon and improving critical thinking skills. Firstly, evaluation of content presented in different forms and formats (visually, quantitatively, and in words) allows for broader informational inclusion. Secondly, assessing the evidence presented by the author to support his point of view serves as a good practice for developing students’ own opinions and statements. Lastly, integrating students’ personal knowledge and ideas allows for the implementation of previously acquired experience. Comparison of different texts and authors’ decisions helps build the knowledge base through repetition and generalization.
Every strategy mentioned so far concerned the preparation and the process of content area reading. The final approach, however, represents the indicator of progress and success. As students learn more, they can understand more complex texts and undertake more challenging tasks. Moreover, they should be encouraged to do so – it is essential in increasing their independence and proficiency in completing reading exercises. The literacy obtained through reading will eventually become a powerful asset in their future lives as they finish school, university, or college and venture into the open world.
Reference
Common Core State Standards Initiative. (n.d.). Preparing America’s students for success. Common core state standards initiative: Preparing America’s students for college & career.
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