Reading in Content Areas
Introduction
In order to understand what content area reading entails, it is imperative to first and foremost comprehend how reading is defined. According to Filkins (2014), reading is a way of gaining exposure to and understanding of content. In essence, diverse reading provides an avenue for students to interact with key information and ideas; a vital means of exposing them to critical thinking where they question assumptions and explore underlying perspectives. (Filkins, 2014). The process of reading is complex and sometimes challenging due to the fact that it is intertwined with other developmental faculties such as language, memory, and attentiveness. In this regard, in order to effectively become a good reader, …show more content…
However, as Gross (2013) continues to elucidate, by extension, such high performance is also reported in other areas such as leadership, creativity, intellect, and art. The normative assumption is that gifted children require specific attention as it pertains to activities and service in order to be able to fully assist them in nurturing and developing their capabilities. Gross (2013) also provides a biological definition of what it means to be a gifted student, stating that such a student normally reflects increased cell production and synaptic activity, which ultimately results in increased though processing …show more content…
In this regard, such students require specific attention so as to develop their skills and meet their specific needs. This paper establishes that content area reading and learning in gifted students can be stimulated through the following alternative strategies: the differentiation of content, self-directed learning, and problem based learning. Differentiating content encourages complexity and abstractness, which stimulates the challenge to gather more information through reading. On the other hand, self-directed learning presents the students with an opportunity to define their learning by taking ownership of its direction; to cultivate a culture of responsibility and independence thereby resulting in leadership where students are able to partake in the decision-making process; and to encourage creativity and original thinking. Finally, problem-based learning provides a unique avenue for students to develop their planning, data collection, analytical, and elf-evaluation skill necessary to conduct research regarding a problem in a particular area of
Introduction
In order to understand what content area reading entails, it is imperative to first and foremost comprehend how reading is defined. According to Filkins (2014), reading is a way of gaining exposure to and understanding of content. In essence, diverse reading provides an avenue for students to interact with key information and ideas; a vital means of exposing them to critical thinking where they question assumptions and explore underlying perspectives. (Filkins, 2014). The process of reading is complex and sometimes challenging due to the fact that it is intertwined with other developmental faculties such as language, memory, and attentiveness. In this regard, in order to effectively become a good reader, …show more content…
However, as Gross (2013) continues to elucidate, by extension, such high performance is also reported in other areas such as leadership, creativity, intellect, and art. The normative assumption is that gifted children require specific attention as it pertains to activities and service in order to be able to fully assist them in nurturing and developing their capabilities. Gross (2013) also provides a biological definition of what it means to be a gifted student, stating that such a student normally reflects increased cell production and synaptic activity, which ultimately results in increased though processing …show more content…
In this regard, such students require specific attention so as to develop their skills and meet their specific needs. This paper establishes that content area reading and learning in gifted students can be stimulated through the following alternative strategies: the differentiation of content, self-directed learning, and problem based learning. Differentiating content encourages complexity and abstractness, which stimulates the challenge to gather more information through reading. On the other hand, self-directed learning presents the students with an opportunity to define their learning by taking ownership of its direction; to cultivate a culture of responsibility and independence thereby resulting in leadership where students are able to partake in the decision-making process; and to encourage creativity and original thinking. Finally, problem-based learning provides a unique avenue for students to develop their planning, data collection, analytical, and elf-evaluation skill necessary to conduct research regarding a problem in a particular area of