The ability to read, and more importantly,
comprehend what is read, is absolutely essential to life-long
learning. Therefore, learning to read during childhood has a
huge impact on both childhood and adult reading to learn—reading
in order to better understand subject- or topic-specific content.
But can they both be done at the same time? The research indicates
that they can, and that the process should begin in early
childhood.
Whether
you call it contextualized, place-based, or situational...
...learning within a specific setting, subject area, event,
or environment provides a framework for connecting prior learning
to new learning, according to the National Reading Panel (2000).
Reading books about a specific subject area provides context
for young children to build on in the future, a foundation on
which to construct more advanced, abstract concepts.
At
the same time that young children are reading to learn, or listening
as you read to them, it is helpful to reinforce early literacy
skills essential for learning to read. Making a point
of promoting alphabetics, fluency, and comprehension assists
young children in making essential progress toward the ultimate
goal of becoming life-long learners.
For
instance, "no" is the wrong answer to teachers' eternal
question...
"But do we have to spell (write, read, etc.) in here?
This is math class!" It is becoming increasingly clear
that children must be able to transfer and apply skills and
concepts across multiple content areas, and reading forms a
major link in that process. A case in point is the standardized
assessments prompted by NCLB (No Child Left Behind) in
many subject areas. These tests require comprehension of written
materials regardless of the subject area being assessed. On
statewide math tests, for example, children as young as 3rd
grade must not only comprehend mathematical functions and notations
when written in words, they must also be able to take the written
word and transform it into a mathematical sentence or sentences.
Without adequate reading abilities, how can they comprehend—let
alone analyze—written items well enough to think mathematically
about them? To read about some of the comprehension skills required
and find out how certain states are handling this, go to Designed
Instruction's brief Exploratory
Report - It's Math! It's Reading! No, It's SuperTest!
Fortunately,
there is much evidence
in the NRP report that supports formal teaching of comprehension
strategies in content areas such as math. Recommendations in
U.S. voluntary national standards, such as Principles and
Standards for School Mathematics (NCTM, 2000), are similarly
supportive. So in addition to reading books about math to learn
about math concepts, parents and teachers should purposefully
teach comprehension strategies and support these from the early
ages onward by helping young children learn vocabulary and begin
to develop fluency and phonemic awareness (PA). In light of
this, the PreKorner™ early childhood learning specialists
have assembled (see below) numerous suggestions for using excellent
children's literature to help young children not only read to
learn about math concepts, but also to reinforce their early
literacy toolkit, thus making them better able to learn to read.
Get
the PreKorner™
Child Activity Series - Integrating Mathematics and Literacy,
or check out the free html sample.
National
Council of Teachers of Mathematics. (2000). Principles and
standards for school mathematics. Reston, VA: NCTM.
National
Reading Panel. (2000). Report of the National Reading Panel
- Teaching children to read: An evidence-based assessment of
the scientific research literature on reading and its implications
for reading instruction. Rockville, MD: National Institute
of Child Health and Human Development.
