How can Integrating Cross-Curricula Content Increase Student Reading Comprehension in Nonfiction Texts?

Reagan Murphy

"Through literacy, we begin to see, to imagine, to comprehend, and to think more deeply about images and ideas encountered in all kinds of texts. When it comes to learning in content areas, literacy matters. All teachers have a critical role to play in making a difference in the literate lives of their students" (Vacca and Vacca, 2017).

Reading informational texts is an important skill that 21st century citizens should attain. Some, however, have a greater advantage in comprehending informational texts because they have prior knowledge of the topic that they are reading about. Therefore, it is vital for educators to expose students at a young age to multiple content areas while also teaching them how to navigate informational texts. This can be done by teaching literacy across the content areas. Research shows that students who have prior knowledge of a topic are more likely to have a better understanding of what the text is saying. Research also shows that when it comes to background knowledge, there are many inequities found in classrooms (Wexler, 2019). This is because not all students have the same access to knowledge outside of the classroom. For this reason, educators should strive to teach multiple content areas, while teaching the necessary literacy skills a student would need to successfully comprehend the text.

Abstract

I chose to research the impact of integrating literacy across content areas because I have noticed discrepancies in student's reading of informational texts throughout my teaching experience. Many of these discrepancies stem from students' lack of prior knowledge of the topic. Students come to a classroom bringing different experiences, content knowledge and vocabulary knowledge. This directly impacts their ability to comprehend an informational text. The goal of this study is to provide credible research and effective strategies to support educators in developing literacy skills through content area instruction. The research and findings included in this site are the result of my studies in the New Literacies and Global Learning Masters program at NC State University, as well as my experience as a third grade literacy teacher. My hope is that others will see the importance of integrating literacy within content areas in order to boost students' reading comprehension of informational texts.

Rationale

References

Vacca, R. T., Vacca, J. A., & Mraz, M. (2018). Content area reading: Literacy and learning across the curriculum. Boston: Pearson.