[Reading-hall-of-fame] Re: RHF newsletter and spin-off

[Ken Goodman]

The newsletter is now posted on the roof website.
Readinghalloffame.org
Ken goodman

On Sunday, October 28, 2012, wrote:

> Colleagues: Congrats to all those who made the RHF Newsletter so attractive
> and informative. I especially enjoyed the tribute to Hal Herber. It
> stimulated me to prepare a brief note (see below) which I have posted on
> several internet discussion lists for hundreds of adult literacy educators.
> Thanks to all who worked on the RHF Newsletter!
>
> Tom Sticht
>
> Related note:
>
> 10/26/2012
>
> Teaching Reading in the Content Areas
>
>
>
> Tom Sticht
> International Consultant in Adult Education
>
>
> The Fall 2012 issue of the Reading Hall of Fame Newsletter includes a
> tribute to Harold "Hal" Herber, who died June 6, 2012. Herber was the
> author of the seminal textbook on contextualized reading instruction by
> integrating reading instruction into the academic content areas of science,
> history, social studies, vocational education, and other content. His 1970
> textbook, Teaching Reading in the Content Areas, was aimed at the teaching
> of reading comprehension strategies within the context of academic content
> in the K-12 system, particularly at the middle and secondary school levels.
>
>
>
> I first became acquainted with Herber's work in the early 1970s while
> working on the design and development of an adult literacy instruction
> program for the U. S. Army. In the course of this curriculum development
> project I studied earlier literacy programs developed for Army personnel
> during World Wars I and II. I was struck by the extent to which Herber's
> ideas about integrating the teaching of reading and academic content in the
> public schools reflected the approaches to the teaching of reading to
> adults
> in the two World Wars.
>
>
>
> In WWI, Cora Wilson Stewart, founder of the famous Moonlight Schools in
> Kentucky, wrote the Soldier's First Book to teach illiterate recruits
> reading and writing. In this book she integrated the teaching of literacy
> with the teaching of important military content. This was consistent with
> her approach to teaching literacy for adults in the civilian population in
> Kentucky. In that approach she taught literacy within the content knowledge
> areas of farming, health, soil conservation, and other important life
> areas.
> Her approach was explicitly based on her understanding of the importance of
> teaching literacy and content knowledge together. In 1922, in her book
> Moonlight Schools for the Emancipation of Illiterates,   she stated, ".each
> lesson accomplished a double purpose, the primary one of teaching the pupil
> to read, and at the same time that of imparting instruction in the things
> that vitally affected him in his daily life"(p. 71).
>
>
>
> In WWII, Paul Witty, an early member of the Reading Hall of Fame (now
> deceased) developed reading programs for illiterate or poorly literate
> adult recruits and once again followed the approach of Cora Wilson Stewart
> and integrated the teaching of literacy and mathematics within the
> functional contexts of daily military life.  This allowed the students to
> learn both literacy skills and important job content knowledge in an
> integrated manner.
>
>
>
> In both WWI and WWII, the teaching of reading and military content
> knowledge
> in an integrated manner could be termed "teaching content in the reading
> area", because the primary purpose was to teach reading. This is different
> from Herber's approach of "teaching reading in the content areas", where
> the primary purpose of the instruction is to teach the knowledge content,
> while secondarily teaching reading strategies and skills.  However, the
> latter was the focus of another reading program developed for the U. S.
> Army, this one for higher level, college level reading.
>
>
>
> During World War II the Army Specialized Training Program (ASTP) needed
> personnel with knowledge of chemistry and physiology to deal with chemical
> and biological warfare. They sent more highly literate troops to colleges
> to learn these subjects but found that many lacked the reading and study
> skills needed for college level reading and study. So the Army got Francis
> Robinson, professor of psychology at Ohio State University, to develop a
> study skills training course for Army personnel. Robinson developed the
> famous SQ3R formula (Survey, Question, Read, Recite, Review), outlining the
> most widely used reading comprehension and study skills method in the
> world.
> It deals with what the reader does before reading (Survey,Question) ,
> during
> reading (Read, Recite), and after reading (Review). This general approach,
> sometimes called the active reading strategy, forms the basis for many of
> the approaches for improving reading comprehension in what Herber and
> others have called teaching reading in the content areas in the K-12 system
> and which are taught in college as developmental (remedial) reading
> courses.
>
>
>
> Interestingly, there is now a massive movement, funded by over 100 million
> dollars from charitable foundations and the federal government, to
> contextualize the teaching of reading and writing integrated within
> academic and vocational courses. And the newly funded center for adult
> literacy research has Mark Conley, a former graduate student of Hal
> Herber's,  as one of its major research associates. In his 2008 book,
> Content Area Literacy: Learners in Context, Conley continues the work of
> helping teachers advance students' learning by contextualizing the teaching
> of literacy within the functional contexts of important subject matter
> content knowledge.
>
>
>
> tsticht at aznet.net <javascript:;>
>
>
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