False Assumptions of Content Area
Teachers
EDMI 422 Middle School
Literacy
Assumption 1
 Students have learned to read in elementary
school.
Fact: Reading instruction has been the traditional
interest of the elementary school- the assumption
being that the grade-level students in grade-level
programs SHOULD enter subject matter
knowing how to read. This assumption is pure
fantasy. Content area reading is so much different
than what is done in elementary school.
Assumption 2
 Students have sufficient prior knowledge
to cope effectively with the important
information in content textbooks.
Fact: If material is foreign to your personal
experiences, adequate comprehension
won’t occur. Students usually lack
experiential backgrounds and are
unfamiliar with the vocabulary concepts in
content area.
Assumption 3
 The processes involved in reading and
comprehending efficiently in content textbooks
are identical to those utilized in reading from
basal readers in elementary school.
Fact: Basal readers focus on “learning to read” .
Textbooks focus on “reading to learn”. These are
very different reading processes. Textbooks are
made to provide information-not to help students
learn to read and learn reading strategies, as basal
readers do.
Assumption 4
 Content reading means teaching phonics and other
skills not directly related to their subject areas.
Fact: Content reading means gaining knowledge
necessary to comprehend the particular
content/information. It does not include teaching
phonics and other reading skills. Though, if your
students are not reading proficiently in order to
understand the content, these basic skills may need
to be taught.
Assumption 5
 Teachers are information dispensers.
Fact: This is actually the role of the
textbook. The teacher’s role is to encourage
the thinking processes essential to
understanding and facilitate learning with
texts. Research shows that students best
learn when THEY are PART of the learning.