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The Importance of Content Area Literacy

Rachael L. Hayes

North Carolina State University

ECI 541: Reading in the Content Areas

Dr. Jackie Relyea

May 4, 2020
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A teacher may say, “I am a science/math teacher, not a reading teacher!” However, being

able to meld the two together is very beneficial to students and learners. “Teachers of every

discipline share the responsibility of showing students how to think and write as scientists,

historians, mathematicians, and literacy critics so” (Vacca et. al, 2017, p.241). To take away

reading and writing in content areas would do a grave disservice to all students. Research has

shown that applying literacy skills as part of the learning process will increase student

engagement and comprehension.

Being literate not only means being able to read and write but being able to use written

material effectively in the society upon which you live. Research has led to an understanding of

what a complex set of skills literacy is. According to McKenna & Robinson, in Teaching

through Text, there are four aspects of literacy. The four components are emergent, functional,

workplace and content. While they are very distinct, they are also interconnected. Emergent

literacies are experiences that begin at a young age when children begin to experience written

language through storybooks, store signs and television ads, just to name a few. These early

skills develop over time and when children enter school their knowledge expands as they

participate in reading and writing practices. Functional literacy is more than just being able to

read, write and do math. It also comprises other skills needed to function effectively in one’s

own environment. This lends itself to the workplace literacy aspect. Workplace literacy

requires individuals to be able to apply reading and writing skills to demands specific for that

industry in a wide variety of situations. Finally we get to content literacy. Content literacy is

defined as the ability to use reading and writing for the acquisition of new content in a given
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discipline (McKenna & Robinson, 1990, p. 37). Whether teachers realize it or not, reading and

writing are tools needed to acquire content.

Why is there a resistance to applying literacy skills to subject areas? Some content area

teachers may not see a connection between literacy skills and content information, as these skills

appear to be conflicting with the goals of the content area curriculum. Teachers may feel

inadequate to face reading and writing challenges in the classroom, but if content area literacy

strategies are effective in increasing content knowledge then why shy away from it? “In a

national survey, for example, Irvin and Connors (1989) found that no more than 14 percent of the

respondents employed such techniques as an important part of their programs.” (McKenna &

Robinson, 1990, p. 53). Teachers may also feel that such tasks as reading and writing may

infringe on subject area content time. However, if you implement reading and writing you will

increase content area learning. Adding to new knowledge through reading and writing will

enhance students’ understanding of new material. Literacy activities in content area classes can

enhance and reinforce learning.

In teaching kindergarten, I find that I am trying to find ways to tie content into

literacy. What books can I read aloud, what type of writing can I apply to this lesson. I find

myself asking; what book could I read to discuss story problems, what story can I read to focus

on a butterfly’s life cycle? If it could all be that simple, teachers everywhere would try to tie in

reading and writing to the content area that they teach. Providing students with opportunities to

apply their knowledge in meaningful ways is a very effective practice especially if you can use

content area knowledge by applying literacy skills. As teachers, we must find ways to integrate

literacy skills while still focusing on content standards. As effective teachers we must find ways
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to motivate our students and foster positive attitudes towards literacy activities. One way we can

promote literacy is to create a print rich environment. An easy way to do this is to create a class

library focusing on the subject area you teach. You can use the walls of your room to promote

content literacy and certainly give your students time to explore and read! Other ways to

promote literacy in your classroom is to read aloud, allow choices in selections and materials,

make connections across content areas and create reinforcing activities to make it all meaningful.

Integrating reading and writing in content areas increases student engagement and

is vital in student success. With content area standards it is easy to only focus on the content,

however, we cannot forget that the ultimate goal is student comprehension. Allowing more

opportunities for students to read, write and speak about what they are learning will increase

engagement and comprehension.

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References

McKenna, M. C., & Robinson, R. D. (1997). Teaching through Text: Reading and Writing in the

Content Areas.

Vacca, R. T., Mraz, M., & Vacca, J. A. L. (2021). Content area reading: literacy and learning

across the curriculum.