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The organizing principle of this chapter is
"Teachers play a critical role in helping students learn from text." This principle emphasizes the importance of texts in today's schools.
The underlying concepts and objectives of this chapter are: Content literacy is the ability to use reading and writing to learn subject matter in a given discipline. Every teacher has a responsibility to help students become more literate. This chapter examines current practices in content area instruction and explores the critical relationships among language, content literacy, and learning.
Emphasis is placed on students’ most powerful resource, their prior knowledge or schema. This prior knowledge allows readers to then (1) seek and select, (2) organize text information, and (3) elaborate on the information encountered in the texts. The students will be able to explain how schema influences comprehension.
Instructional scaffolding is support provided by the teacher that helps students connect new information to what they already know. The students will understand that such instruction supports the readers’ efforts to construct meaning from the text while showing them how to use the strategies that will, over time, lead to independent study and learning.
Readers respond to text differently. Reader Response Theory underscores the importance of allowing students to explore their personal responses to text. The students will be able to explain how reader response influences comprehension and learning.
The student will appreciate the importance of providing children and young adults with opportunities for independent learning.
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