Topic 3 DQ 2. Review the topic Resources and identify two strategies that could be used across disciplines and would be appropriate for remediating reading and writing skills and the acquisition of vocabulary in content areas. Cite research supporting the use of each as best practice.
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Strategies that could be used across disciplines and would be appropriate for remediating reading and writing skills and the acquisition of vocabulary in content areas:
Reciprocal teaching is a strategy that involves students taking turns leading a discussion about a text. The teacher first models the strategy by asking questions, summarizing the text, clarifying confusing points, and making predictions about what will happen next. Students then take turns leading the discussion, with the teacher providing guidance and support as needed. Reciprocal teaching has been shown to be effective in improving reading comprehension and vocabulary knowledge (Palincsar & Brown, 1984).
Reciprocal teaching strategyOpens in a new windowSTRATEGIES
Reciprocal teaching strategy
Cooperative learning is a strategy that involves students working together in small groups to complete a task. Each group member has a specific role to play, and the group works together to achieve a common goal. Cooperative learning has been shown to be effective in improving reading comprehension, writing skills, and social skills (Slavin, 1995).
Cooperative learning strategyOpens in a new windowHelpful Professor
Cooperative learning strategy
Here are some research studies that support the use of each strategy as best practice:
Reciprocal teaching
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1(2), 117-175.
Cooperative learning
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice. Boston, MA: Allyn & Bacon.
In addition to these two strategies, there are many other strategies that can be used to remediate reading and writing skills and the acquisition of vocabulary in content areas. Some other effective strategies include:
Text coding is a strategy that involves students marking up text with different colors or symbols to indicate different types of information. This can help students to identify important information, understand the structure of the text, and make connections between different parts of the text.
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Frayer Model is a strategy that helps students to understand the meaning of new vocabulary words. The model consists of three parts: the word, the definition, and examples of the word in use.
Frayer Model strategyOpens in a new windowStructural Learning
Frayer Model strategy
Word walls are a visual display of vocabulary words that are important to a particular topic or unit of study. Word walls can help students to learn new vocabulary words, review previously learned vocabulary words, and see how new vocabulary words are related to each other.
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Semantic feature analysis is a strategy that helps students to understand the relationships between different concepts. Students create a chart with two columns, one for the concept and one for the features of the concept. They then fill in the chart with information about the concept and its features.
Semantic feature analysis strategyOpens in a new windowAdLit
Semantic feature analysis strategy
Graphic organizers are visual representations of information. There are many different types of graphic organizers, and each type can be used to represent different types of information. Graphic organizers can help students to organize their thoughts, make connections between different ideas, and understand complex information.
These are just a few of the many strategies that can be used to remediate reading and writing skills and the acquisition of vocabulary in content areas. The best strategy for a particular student or group of students will depend on their individual needs and learning styles.
