The ERICA Model was devised by Morris & Stuart-Dore and stands for Effective Reading in The Content Areas. This text gives a rationale, processes and examples.
Morris & Stuart-Dore (1984). Learning To Learn From Text: Effective Reading in the Content Areas. Sydney: Addison-Wesley.
CONTENTS
Introduction
PART 1: Reading in the Content Areas
Why focus on reading in the content areas?
Teacher concerns
What is reading?
Why Teach Reading?
What is Content Area Reading?
Reading to learn
Expository versus Narrative materials
Language registers
Conclusion
The Need To Focus On Content Area Reading
Effective reading is tied to effective teaching and learning
Effective content area reading cannot be assumed
Reading is a thinking process
Efficient reading is necessary for independent learning
We learn by doing
Communication And Content Area Reading
The central role of language
The nature of subject language and its use
Register of subjects
Strategies for experiencing subject language
PART 2: Reading To Learn: The ERICA Model
Stage 1: Preparing for reading
The Structured Overview: Organising Our Ideas
Introduction
Development of a structured overview
Use of the structured overview
When introducing a topic
For ongoing reference
For revision or assessment
Summary
Activities
The Graphic Outline: Surveying The Material
Introduction
Materials suitable for graphic outlines
Types of graphic outlines
Constructing a graphic outline
Use of graphic outlines
To the teacher
To the student
Summary
Learning New Vocabulary
Introduction
Identifying content area vocabulary
Effects of non-specialised vocabulary
Which vocabulary should be taught?
The importance of context clues
Teaching the use of context clues
Conclusion
Summary
Stage 2: Thinking Through The Reading
Introduction
Three-Level Reading Guides
What do Three-Level Reading Guides look like?
Determining content objectives
Constructing a Three-Level Guide
Summary
Using Three-Level Guides
Qualities of 'good' Three-Level Guides
Some tips on using Three-Level Guides
Cloze Exercises
Using Cloze to develop comprehension
Cloze activities versus Cloze Tests
Stage 3: Extracting and organising information
Introduction
Problems caused by some educational practices
Extracting information
Seeing the overall plan
Getting into the text
Recognising Top Level Structures
Seeing main ideas and supporting details
Diagrams as aids to understanding
Outlining
Conclusion
Stage 4: Translating Information From Reading To Writing
Introduction
Retelling experience
How does this relate to school learning?
Translating information - What is it?
Why translate ideas through writing?
Overcoming Verbatum 'Copying Out'
Making Use Of Information
Promoting The Writing Habit
Showing How Reading And Writing Are Interrelated Language/Learning Activities
What Audiences Are There For Student Writing?
In Class Audiences
Audiences In Other Schools
Adult Audiences
Sharing One's Writing With Others
Developing Flexibility In Communicating What Has Been Learned
How Is Translating Information Achieved?
The Writing Environment: RSVP
Reasons For Writing
Context, Purpose And Audience Determine Form
Going About Writing
Pre-writing
Rough Drafts
The Conference Approach
Reading To Review
Redrafting
Editing
Final Copy
Publishing Students' Writing
Response To Writing
How Is Such Writing Assessed?
But It Must Take Up A Lot Of Time?
PART 3: Background To The ERICA Model
Existing Models
SQ3R
Development Of The ERICA Model
Small Group Discussions
Content Of The ERICA Stages
Preparation
Advance Organisers
Purpose Setting Questions
Structured Overviews
Text Structures
Surveying
Pre-Teaching Vocabulary
Thinking Through
Three-Level Reading Guides
Selective Deletion Cloze Activities
Extracting And Organising Information
Conceptual Overload
Cohesion
Poor Paragraph Structure
Translating Information
The Role Of Language In Learning
Reading and Writing: Interrelationships
Integrated Reading And Writing Models
Writing Processes
PART 4: Appendix
Sample Curriculum Units Of Work Incorporating ERICA Strategies
