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Contextualized learning refers to learning
experiences that occur within or through the use of a specific setting,
subject topic, event, or similar environment that provides context for the
concept or phenomena being studied. The areas of the National Reading
Panel Report evidence that most reference effectiveness of various
literacy strategies for supporting contextualized learning are fluency,
vocabulary, and text comprehension.
Fluency
Fluency has been defined as "the ability to read a text quickly,
accurately, and with proper expression." It is widely believed to be the
most neglected reading skill in schools, so much so that a 1995 study of
4th graders found 44% were disfluent; the same report showed a close
relationship between fluency and reading comprehension. We have long held
"practice" to be the best teacher. Schools have therefore encouraged
independent reading, assuming that this method of practice would
automatically result in fluency. However, the findings of the National
Reading Panel did not agree. It found much more convincing results using
repeated reading, radio reading, and other guided oral reading procedures.
These procedures have clearly been shown to improve fluency and overall
reading achievement, and are conducive to use by classroom volunteers.
Vocabulary
Vocabulary occupies an important middle ground in learning to read.
Reading vocabulary is crucial to the comprehension processes of a skilled
reader. The results of the National Reading Panel indicate that there is a
need for direct instruction of vocabulary items required for a specific
text, items should be those that the learner will find useful in many
contexts, and computer technology can be used effectively to help teach
vocabulary. Perhaps most importantly, the Panel found that dependence on a
single method of vocabulary instruction would not result in optimal
learning.
Text Comprehension
Comprehension is a complex process, perhaps because it is often viewed as
the essence of reading. It is essential for both academic and life-long
learning. Text comprehension has long been taught only in the context of
reading instruction, but there is much evidence that supports the formal
teaching of comprehension strategies in the content areas, such as history
and science. The National Reading Panel concludes that comprehension
instruction can effectively motivate and teach readers to learn and use
comprehension strategies and that these strategies, when used in
combination, show gains on standardized comprehension tests. The Panel
further upholds the use of a combination of strategies, along with
teachers trained to use them, interacting with readers using texts that
portray people and things as they really are.
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