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Adolescent Literacy In Perspective, February 2006, Supporting Struggling Readers in Content-Area Learning
Discipline
Reading
Grades
6, 7, 8, 9, 10, 11, 12, Postsecondary
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Professional Commentary

The February issue of AdLIT's In Perspective focuses on supporting struggling readers in content-area learning. The entire issue can be downloaded, and regular columns include the following: (1) featured article; (2) classroom vignettes; (3) student voices; (4) a look at the Ohio Graduation Test; (5) for your bookshelf; and (6) resources from the ORC collection. This month's featured article is "Fostering Metacognitive Conversation in Professional Learning Communities and Subject-Area Classrooms" by Cynthia Greenleaf. The "In Perspective" columns that follow include strategies and insights for supporting student readers in the content areas. "A Look at the OGT" focuses on what to do to help students when they confront informational text on the Ohio Graduation Test, and "For Your Bookshelf" provides reviews of books by Laura Robb, Cris Tovani, Harvey Daniels and Steven Zemelman, and Char Forsten, Jim Grant, and Betty Hollas. (author/ebm)


Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (8–10)
A.
Apply reading comprehension strategies to understand grade-appropriate text.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
C.
Use appropriate self-monitoring strategies for comprehension.
Benchmarks (11–12)
A.
Apply reading comprehension strategies to understand grade-appropriate texts.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
C.
Use appropriate self-monitoring strategies for comprehension.
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (8–10)
A.
Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.
B.
Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.
C.
Analyze whether graphics supplement textual information and promote the author's purpose.
D.
Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.
E.
Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).