When children begin to move to intermediate grades and other advanced classes, their reading materials become more complex, and major emphasis should be put on enabling them to read to learn and not learn to read. Their course materials contain texts designed to convey factual information that might be difficult to decode than previous literature containing easy-to-read narratives (Carnine, 2017). Since readers are expected to extract, decode and retain significant ideas in content-area books, teachers should provide explicit instructions for reading and understanding such materials.
The first step to understanding these expository materials begins when with the teacher’s intent and direction of the information that should be mastered. The content might be course materials required by the curriculum syllabus, which is then translated into written assignments to be completed in summaries or using visual representations such as concept diagrams, charts, and graphs (Carnine, 2017). After the expository material has been determined, preparation activities are the next step. At this stage, the teacher starts to teach difficult vocabulary within the texts to simplify the decoding process. Other activities might include the introduction of critical graphics present, feature of analysis procedures, or pre-teaching the passage structure. These activities should therefore be adjusted to suit the intellectual capacity of each student.
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Finally, the reading process begins whereby the students can be guided through reciprocal learning, partner with other students, or independently read through silent reading. While reading, teachers should teach their students to make notes, write summaries and answer questions. Completing the assignment can be followed up with other activities such as corrections and reviews of other critical concepts.
Reference
Carnine, D. (2017). Direct instruction reading . Pearson.
