Reading across the curriculum, also called content literacy or active reading, is defined as "the ability to use reading and writing for the acquisition of new content in a given discipline. Such ability includes three principle cognitive components: general literacy skills, content specific literacy skills and prior knowledge of content (McKenna & Robinson, 1990)
Theory #1: The Three Stages of Reading [An Active Reading Approach]
Prof. E. Marsh Developmental Skills
Theory #1 is an active reading method or approach that can increase comprehension, comfort and recall of any reading task. It is comprised of three stages and each stage has a set of activities to accomplish. At first, while training in this method, all activities are recorded or written down. The hope is that with training and use - this approach will become a natural habit when reading and the recording of the steps will not be needed. By using this approach, the reader switches from a passive and non-engaged role to an active as well as productive participant in the reading process. This transition may be uncomfortable at first but as with most things in life – with effort, commitment and guidance – the rewards will be worth the trial!
These tasks are completed before you start reading the selection to warm up.
This is where you will read the selection but with an added effort to be active.
These stages were developed by Prof. E. Marsh for English Basic Skills classes
This is the cool down stage where you will “lock in” your work into your memory. This will help you avoid “The Flush.” [See instructor for explanation]
Literal Level Skills: On the line reading and thinking
Critical Level Skills: Between the line reading and thinking
Affective Level Skills: Beyond the line reading & thinking
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