As students get older, the texts we use to teach them get increasingly more difficult. Also, teachers rely more heavily on nonfiction texts to teach higher-level concepts. Further, the skills students use to comprehend nonfiction are different than for fictional texts. Most of us would

What’s the problem?

For students who struggle with reading, these issues combine to create a common dilemma that teachers observe daily in classrooms around this country. Teachers are faced with middle and high school students who are not equipped to get information from texts. The good news is that teachers have many students who are able to comprehend content area texts in a way that does enhance learning. The “not-so” good news is that classrooms also have a number of students whose struggle with comprehending content material contributes to a reduction in learning.

What’s a teacher to do?

Some content area teachers are skilled in techniques to bridge the gap between reading and learning for students who struggle. For other teachers, this dilemma presents a greater challenge. Of course, the very best advice is for teachers facing this challenge is to work collaboratively to share ideas, practice and model effective strategies, and continue to grow professionally via readings, workshops, and self-reflective practices.

Teachers will continue to grow in their knowledge of best practices and ways to reduce the comprehension gap that exists between skilled readers and those who struggle. However, it is critical that we have immediate access to a few tips that can help reduce daily comprehension challenges students face when reading nonfiction material.

The following menu of ideas will help students comprehend nonfiction texts. Although these tips are geared for students who struggle with texts, they would certainly be helpful for all students you teach.

Teachers don’t need to become reading specialists in order to help students read nonfiction texts, but they do need to recognize that students who struggle with reading need their help to understand the dynamics of content-specific texts. Students are helped not by having their reading and interpreting done for them, but rather by being provided with tools to increase their access to the classroom reading materials used.

Content-area teachers constantly examine how they make meaningful connections for their students. The menu of ideas shared provides concrete and realistic ways to bridge the gap and make reading less frustrating and more meaningful for students. These tips can help reduce the daily comprehension challenges students face when reading nonfiction material. As teachers assist students to take responsibility for developing good reading skills in all content areas, our classrooms will be filled with more good news!

Dr. Harriette J. Arrington is the Academic Dean of Paul D. Camp Community College in Virginia, an award-winning author and the founder of Libra Literacy Consulting (LLC). LLC is committed to supporting educators in building the literacy skills – reading, writing, speaking, and listening – of their students – within and across all disciplines.

For booking or more information, please visit: LibraLiteracy.com