AVAILABLE FROM EDRS PRICE DESCRIPTORS DOCUMENT RESUME Robinson, H. Alan, Ed ...

233 Pages·2011·2.93 MB·English

DOCUMENT RESUME
ED,075 786
CS 000 473
Robinson, H. Alan, Ed
AUTHOR
.; Thomas, Ellen Lamar, Ed.
I
Fusing Reading Skills
and Content.
TITLE
Association, Newark, Del.
International Reading
INSTITUTION
PUB DATE
69
NOTE
232p.
Association, 6 Tyre Ave.,
International Reading
AVAILABLE FROM
Newark, Del. 19711
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*Content Reading; Critical Reading; *Effective
DESCRIPTORS
Teaching; *High School Curriculum; Reading
Consultants; Reading Instruction; Reading Materials;
*Reading Programs; Reading Skills; Teacher
Guidance
I
ABSTRACT
This International Reading Association publicatLm
presents a view of the problems of reading in the content fields as
they relate to the secondary school curriculum. The first part deals
with the beginning and the growth of a comprehensive reading program
at the University of Chicago Laboratory School. Eleven of the
school's faculty provide insights into how a teacher in his own
content area can upgrade his students' reading. An administrator and
reading consultant at the same school relate how they support a
school-wide reading effort. Papers composing the first part were all
presented at a special institute at the 1969 International Reading
Association Convention. Part 2 includes papers presented at other
times during the convention but which were related to the general
theme and which were in favor of a reading program as ;Tart and
parcel" of the content learning program. References are included with
4
many of the individual articles. (This document previously announced
as ED 036 399.)
(NH)
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FILMED FROM BEST AVAILABLE COPY
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LC1
N- FUSING READING SKILLS AND CONTENT
U S DEPARTMENT OF HEALTH,
EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO-
DUCED EXACTLY AS RECEIVED FROM
THE PERSON OR ORGANIZATION OPIG-
INATING IT POINTS OF VIEW OR OP:N
IONS STATED 00 NOT NECESSARi, Y
REPRESENT OFFICIAL OFFICE OF EU.-
CATION POSITION OR POLICY
H. ALAN ROBINSON
Hofstra University
ELLEN LAMAR THOMAS
University of Chicago Laboratory High School
Editors
Ira
INTERNATIONAL READING ASSOCIATION
Six Tyre Avenue
Newark, Delaware 19711
i
INTERNATIONAL READING ASSOCIATION
OFFICERS
1971-1972
President: THEODORE L. HARRIS, University of Puget Sound, Tacoma,
Washington
i
President-Elect: WILLIAM K. DL'RR, Michigan State University, East
Lansing, Michigan
Past President: DONALD L. CLELAND, University of Pittsburgh, Pittsburgh,
Pennsylvania
Executive Serretaq-Treasurer: RALPH C. STAIGER, University of
Delaware, Newark, Delaware
Assistant Executive Secretaq: RONALD W. MITCHELL, International
Reading Association, Newark, Delaware
DIRECTORS
Term expiring Spring 1972
Thomas C. Barrett, University of Wisconsin, Madison, Wisconsin
Constance M. McCullough, San Francisco State College, San Francisco,
California
Eileen E. Sargent, Nicolct Union High School, Milwaukee, Wisconsin
Term expiring Spring 1973
Marjorie S. Johnson, Temple University, Philadelphia, Pennsylvania
Robert Karlin, Queens College, City University of New York. Flushing,
New York
Olive S. Niles, State Department of Education, Hartford, Connecticut
I
Term expiring Spring 1974
William Eller, State University of New York, Buffalo, New York
William T. Iverson, Stanford University, Stanford, California
Eunice Shaed Newton, Howard University, Washington, D.C.
BRANCA, International Reading
Publications Coordinator: FAYE
R.
Association, Newark, Delaware
PERMISSION TO REPRODUCE THIS CC,
Copyright 1969 by the
I +AS BEEN GRAN
RIGHTED MATERIAL
International Reading Anociation, Inc.
BY
International
Third Printing, October 1971
'FIWI:1111 DiellSA filkOtitaki
1
UNDER AGREEMENTS WITH THE US OM
OF EDUCATION
FURTHER REP RODUCT,
OUTSIDE THE ERIC SYSTAi REOUIRES F;
MISSION OF THE COPYRIGF T OWNER
CONTENTS
Foreword v
Introduction vii
PART ONE
Olive S. Niles
Reading Skills Common to the Content Areas
I
Integrating Reading Skills in the Content Areas
17
Eileen E. Sargent
Meeting Special Reading Needs ,1 tit@ Content Area Classroom
26
Brother Leonard Courtney
The Birth and Development of a Comprehensive Reading
37
Willard J. Congreve
Program
Ellen Lamar Thomas
The Role of the Reading Consultant
47
62 Home Economics and Reading Dorothy Szymkowicz
Milton Finstein
Reading Skills and French
67
Faynelle Haehm
Let's Have a "Read-In" in Typewriting
69
Reading in a Mathei lilacs Class Richard H. Muelder
75
Physical Education and Reading: Questions and Answers
81
Sanford Patlak
Robert D. Erickson
The Art Room Book Collection
89
Alice Flickinger
Social Studies and Reading
97
Reading Techniques in the Teaching of Music Frank Tirro
103
Ruth Kaplan
The Writing-Reading Approach in English
108
Jerry Ferguson
Teaching the Reading of Biology
114
Sylvia Marantz
Reading: A Hot Issue for a Cool Librarian
120
PART TWO
Reading in the Content Areas: A Framework for Improvement
127
Ned D. Markshefiel
Reading in the Content Areas: Specific Procedures
136
Virginia Stevens
E. Coston Frederick
Reading and Vocational Education
145
Reading and Science: Problems Peculiar to the Area
'51
David L. Shepherd
Readig and Mathematics: Research in the Classroom
162
Richard A. Earle
in
1
1
i
The Conditions for Critical Reading Melvin
171
Howards
Critical Reading Applied Eunice Shaed
175
Newton
184
Study Skills for Secondary Students Robert Karlin
191 Enriching Vocabulary in the Secondary Schools
Sidney J. Rauch
Appendix A 201
i
Appendix B 205
Appendix C 215
Index
223
iv
`I
Foreword
t
FUSING READING SKILLS AND CONTENT is a significant addition
to
the International Reading Association's publication list.
Some years ago the Committee
on Reading of the National
Society for the Study of Education observed that "the
greatest
opportunity for progress in teaching reading
.. lies in an intelli-
.
gent attack on the problems of reading in the content fields."
This volume represents an intelligent attack
upon those problems
as they relate to the secondary school curriculum. As the editors
point out in their introduction, this volume is
more than the gath-
ering of papers presented at
a conference. The major part of the
volume represents the work of the faculty of the University of
Chicago Laboratory School as it
was presented at a Preconvention
Institute at Kansas City. The second part of the volume includes
selected papers presented elsewhere
on IRA'S Kansas City Conven
tion program.
Special thanks are extended to H. Alan Robinson and Ellen
Lamar Thomas who planned and directed the Preconvention In-
stitute and who made the necessary
arrangements for the University
of Chicago Laboratory School faculty
to participate. The dil-
igence of their efforts is reflected in the quality of this volume.
Leo Fay, President
International Reading Association
1968-1969
v
i
I
The International Reading Association attempts, through its publica-
tions, to provide a forum for a wide spectrum of opinion on reading. This
policy permits divergent viewpoints without assuming the endorsement
of the Association.
vi
1
Introduction
THE PUBLICATION OF Fusing Reading Skills and Cof dent is a dream
come true for the editors. We have long wanted to present to
reading specialists the view of a reading program which truly per-
meates a high school curriculum. The reader cannot help realizing,
as he peruses each of the papers in this volume, that the process
of reading is an integral part of the learning .which takes place in
each content area.
Fusing Reading Skills and Content is organized into two parts.
Part One contains the presentations of a high school faculty almost
exactly as given at the 1969 International Reading Association
Convention in Kansas City. These presentations were planned as
a preconvention institute called "Reading in the Secondary School
Curriculum." On Tuesday, April 29, papers were delivered by
noted reading authorities who were not members of the high
school staff but who, as part of the preconvention institute, laid
the groundwork for the next day's session conducted by the high
staff. The next day, thirteen members of a high school
school
staff talked about their reading program as it exis.s at the Univer-
sity of Chicago Laboratory High School.
The presentation by the university hif . school delegation at
the Kansas City convention was unique in the annals of IRA
conventions. Reading specialists viewed, in the flesh, classroom
teachers and other staff members who are active and skillful in
helping all students, not only retarded readxs, move closer to their
full potential. As someone put it, "At University High, reading
is taught in English class, over the cookstove in home economics,
and even on the basketball court." In Part One, each of eleven
teachers shares insights on how a teacher in his own content area
can upgrade his students' reading, and an administrator and a read-
ing consultant talk about how they support a school wide reading
effort.
vii
1
Part Two consists of some
very interesting papers, related
to the general theme of this publication, which
were delivered at
various other times during the
IRA convention in Kansas City. To
gethcr with the message in Part One,
these papers raise a powerful
voice in favor of a reading
program that is part and parcel of the
content learning program.
There are many people to thank for the contributions
to this
volume. Certainly the reading authorities who spoke during
the
first day of the preconvention institute and those
who presented
papers during the convention at large focus on significant ideas,
both conceptual and pragmatic, which will 1-:,, of
great interest to
the reader. We are indebted to these specialists for their
assistance.
But most of all, we owe a great deal
to the faculty members of the
University of Chicago Laboratory High School who claim
not to
be reading specialists but who certainly
are sold on a reading
program. They worked for many months on organizing their
pre-
sentations and took time off from their busy schedules
to come to
Kansas City to participate in the Preconvention
institute, Most of
all, we are obligated to them for the exceptionally pragmatic
activ-
ities and suggestions that they
put before us as they spoke about
reading within each of their own
content areas.
The purpose of this volume is persuasive. The authors
hope
to encourage all high school classroom teachers and reading
spe-
cialists to consider or reconsider their reading
programs and place
the focus on the fusion of reading skills with the
content of each
discipline.
H. A. R.
E. L. T.
viii
i
PART ONE
Reading Skills Common
to the Content Areas
OLIVE S. NILES
Springiield, Massachusetts, Public Schools
IT IS THE FIRST PERIOD in the morning. In his social studies class
Student X is reading several pages from his history book, contain-
ing paragraphs such as the following:
Even more dangerous than the continuing crisis over Berlin
was
"Yankee imperialism."
(Boyd C. Shafer et al, United States History for High School.
Laid law, 1966, 663.)
Fifty minutes later, Student X may be reading this paragraph
from a biology text:
i
Since euglenas possess some characteristics of plants and some
of animals, they have been claimed by both botanists and
zoologists. Because of one of their methods of locomotion, they
are often placed in the protist phylum Mastogophora (mass-ti-
GAH-fuh-ruh), although some biologists put them in a phylum
of their own. The organism swims by means of a flagellum at-
tached to the anterior end. The flagellumnearly as long as
the one-celled bodyrotates, thus pulling the organism rapidly
through the water.
1