This article looks at 19 studies and how they compare and contrast the teaching and
implementing of literacy education in pre-service and in-service educators. The article
looks at different views the in-service and pre-service teachers have in regards to
literacy education and whether or not they should/ do implement them in the
classroom. The results were varied amongst the studies. Although the results did point
to a positive correlation between the amount of time and depth studying literacy
education to a positive outlook on using what pre-service teachers learned in their
future classroom. I found this information to be honest and reflective of my experiences
in this class this fall. I came into the class excited for literacy because I know it is
important for students to be able to read well. Similarly to the article, I find that upon
this class coming to an end, I do not feel prepared to teach my future math students
literacy in the classroom. Also, my view on teaching literacy in the math classroom has
not changed. I have however learned that “texts” can be anything from a problem to an
image and thus this has broadened my horizons as to how I can interpret texts especially
in the science class. I find that this article and the studies featured in it were lacking in
longevity. I would like to know how teachers who had been in pre-service literacy classes
had implemented or not implemented their learning in their future classrooms. I would
have also liked to see more content specific statistics if there are any. Using literacy in the
classroom can be helpful to tie all subject areas together and for teachers to better
implement cross curricular studies. I found this article to be useful because it does help me
to see the relevance of this class in my education program. This article also suggests that
“they [teachers] may not know or realize how they contribute to the difficulties their
students face with reading text” (p. 407). I think this is a hard reality for math and science
teachers. I do believe our expectations are higher in these categories and we do not “dumb
down” the content like they would do in English. In math and science we have the same
expectations for all students and reading this sentence, makes me think that that may not
be the best strategy for helping all of my students succeed. This article does not address any
standards out rightly but I believe we can use the following standards in conjunction with
the article to relate the article to the math perspective:
implementing of literacy education in pre-service and in-service educators. The article
looks at different views the in-service and pre-service teachers have in regards to
literacy education and whether or not they should/ do implement them in the
classroom. The results were varied amongst the studies. Although the results did point
to a positive correlation between the amount of time and depth studying literacy
education to a positive outlook on using what pre-service teachers learned in their
future classroom. I found this information to be honest and reflective of my experiences
in this class this fall. I came into the class excited for literacy because I know it is
important for students to be able to read well. Similarly to the article, I find that upon
this class coming to an end, I do not feel prepared to teach my future math students
literacy in the classroom. Also, my view on teaching literacy in the math classroom has
not changed. I have however learned that “texts” can be anything from a problem to an
image and thus this has broadened my horizons as to how I can interpret texts especially
in the science class. I find that this article and the studies featured in it were lacking in
longevity. I would like to know how teachers who had been in pre-service literacy classes
had implemented or not implemented their learning in their future classrooms. I would
have also liked to see more content specific statistics if there are any. Using literacy in the
classroom can be helpful to tie all subject areas together and for teachers to better
implement cross curricular studies. I found this article to be useful because it does help me
to see the relevance of this class in my education program. This article also suggests that
“they [teachers] may not know or realize how they contribute to the difficulties their
students face with reading text” (p. 407). I think this is a hard reality for math and science
teachers. I do believe our expectations are higher in these categories and we do not “dumb
down” the content like they would do in English. In math and science we have the same
expectations for all students and reading this sentence, makes me think that that may not
be the best strategy for helping all of my students succeed. This article does not address any
standards out rightly but I believe we can use the following standards in conjunction with
the article to relate the article to the math perspective:
MGSE6.NS.7a Interpret statements of inequality as statements about the relative
position of two numbers on a number line diagram.
MGSE7.EE.4b Solve word problems leading to inequalities of the form 𝑝𝑥 + 𝑞 > 𝑟 or
𝑝𝑥 + 𝑞 < 𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Graph the solution set of the
inequality and interpret it in the context of the problem.
These standards relate the literacy trait of interpreting and understanding the words in math
problems. I believe these standards relate back to literacy and being able to understand what
the word problems are asking for and also be able to interpret them to make sense with the
mathematical content.
problems. I believe these standards relate back to literacy and being able to understand what
the word problems are asking for and also be able to interpret them to make sense with the
mathematical content.
