Languaging in the Content Areas (LICA) as a unifying thesis for post-elementary reading instruction¶

Theory · All theories
Evidence · no claims cited

Description¶

LICA is proposed as "a working title for a potentially unifying thesis" for post-elementary school reading, meant to unify terms like "secondary school reading", "contentreading", and "comprehension/study skills". It combines three central notions: "language learning, dialectical thinking and the creative process", plus ancillary factors including the "valuing" process, inquiry training, content mastery, and self-discovery. The thesis extends rather than replaces traditional reading objectives.

Design Implications¶

Context¶

Requirements¶

• Instruction must engage students in examining and codifying experience into symbols that can be manipulated and tested through dialectical thinking

Constraints¶

• The paper is a working title for a book-length manuscript in preparation; the thesis is formulative rather than empirically validated

Target Learners¶

• post-elementary and secondary school students

Target Learning Objectives¶

• critical reading and thinking
• creative expression of ideas
• content area comprehension

Claims¶

Related Theories¶

• The 'Languaging in the Content Areas' (LICA) thesis as a formulating theory of post-elementary reading

Examples¶

• Ten guiding precepts for school-wide languaging-oriented reading programs
• Experience with Languaging Activities (ELAs) guided by a sequence of experience-based questions
• Imbedded Aids: textbook redesign placing teacher-like assistance in the text
• Embed units of assistance and enrichment into the fabric of textual material so they are unobtrusive yet available for reader use

Key Sources¶

• Manzo, Anthony V.; Sherk, John K., Jr. (1977). Reading and "Languaging in the Content Areas" A Third Generational Approach. https://eric.ed.gov/?id=ED136190