Reading in the disciplines cont

Back to Reading in History:
14. Beck and colleagues (1991) were quoted as saying there were common patterns found in science and SS textbooks that interferred with student comprehension:
    * Failure to make logical connections between propositions explicit.
    * Use of references that are ambisuous, distant or indirect.
    * The inclusion of information that is irrelevant to the main ideas.
    * Density of ideas within individual sentences.
(each of these points was also referenced)
Books like this are actually called "inconsiderate texts". (sorry; just strikes me as funny)

I will admit to telling kids to just ignore stuff on the page, or even cover it up, to reduce distractions.  Some textbooks are too busy, especially if you have ADD kids- you can see their eyes jumping all over the page.

15. [para] Content area teachers should be well versed in their subjects and able to judge ahead of time what sections have the potential to give students problems and help them to understand the text/ document.  In teaching the Declaration of Independence, I would read a section, stop and say, "Okay, that was clear as mud!  Let's pull this apart and see what he was really saying...." The kids also needed reminding about the various Acts that had the colonists in a fury - background knowledge - so they would understand they were politely saying enough was enough.

16. CC ends this section by stating they are NOT saying remedial classes should be discontinued.  They are saying it needs to be added to so students have the skills to tackle the various contents - and the content area teachers are the logical ones to teach them. That will go over like a lead balloon!  I've heard content teachers declare they were NOT reading teachers!  Might as well be a "professor".