1. Comprehending in the Content Areas: The Challenges of Comprehension, Grades 7-12, and What to Do About Them Elizabeth Birr Moje University of Michigan International Reading Association Pre-Conference Institute May 13, 2007

2. Comprehend This... Emergency Quota Act of 1921 AN ACT To limit the immigration of aliens into the United States. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled… Sec. 2. (a) That the number of aliens of any nationality who may be admitted under the immigration laws to the United States in any fiscal year shall be limited to 3 per centum of the number of foreign born persons of such nationality resident in the United States as determined by the United States census of 1910.

3. What is the main idea?

4. What makes this text easy to read? What makes this text difficult to read?

5. Model of Literate Practice Text Reader Context Broader Context Text structure, vocabulary, print style and font, discourse, genre, register, motivating features Word knowledge, vocabulary knowledge, background knowledge, linguistic/textual knowledge, strategy use, inference-making abilities, motivation, identity Environment, purpose, social relations, cultural norms, relationships, motivating features, identities (e.g., schools, families, peer groups, academic content areas) Cultural models, institutional practices, sociopolitical regimes comprehension

6. Understanding this text depends on... Knowledge –Semantic –Mathematical –Historical –Discursive That the number of aliens of any nationality who may be admitted under the immigration laws to the United States in any fiscal year shall be limited to 3 per centum of the number of foreign born persons of such nationality resident in the United States as determined by the United States census of 1910. This provision shall not apply to the following, and they shall not be counted in reckoning any of the percentage limits provided in this Act...

7. Understanding this text also depends on... –Recognition that one should get information, ideas, perspectives from texts –Recognition that texts can be questioned –Knowledge of how to access relevant information –Ability to make sense of relevant information

8. Immigration Statistics, 1920-1926 Year Total Entering U.S. Country of Origin Great Britain Eastern Europe* Italy 1920430,00138,4713,91395,145 1921805,22851,14232,793222,260 1922309,55625,15312,24440,319 1923522,91945,75916,08246,674 1924706,89659,49013,17356,246 1925294,31427,1721,5666,203 1926304,48825,5281,5968,253

9. Understanding this text may depend most on... Reader engagement and motivation

10. PossibilitiesChallenges Students’ –high engagement in topic –opinions –rich experience base –rich youth culture vocabulary –interest in challenging immigration law Students’ –lack of engagement in text –self-interested perspectives –lack of broad and deep knowledge –lack of technical vocabulary –lack of critical literacy skills

11. What Does Comprehension Instruction Require of Us? Knowledge of students’ interests, knowledge, and skills –Relationships with students and knowledge of students/community –Ability to maintain student engagement Disciplinary knowledge –Facts –Discursive styles

12. What Does Comprehension Instruction Require of Us? Knowledge of how to build relevant knowledge and skills for finding and interpreting information Knowledge of how to support reasoned critique –... While acknowledging passionate beliefs

13. Content-Area Literacy Teaching Practices/Strategies Provide a framework for thinking Provide organization for instruction But may not address the greatest challenges presented by advanced content area texts being read by a wide variety of youth (i.e., who may or may not care!)

14. What to do about them (the problems)... A few ideas Whole-group knowledge building activities –Talk about the texts –Make texts visible (make words visible) –K-W-L; preview guides –Defining words; interpreting nuanced meanings –Reading charts and tables –Questioning Visualization activities Summarization activities –Coming back around –Referring back to texts

15. For more information... www.umich.edu/~moje