The Development of a Functional Reading Strategy: Implications for Content Area Instruction

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Abstract
A functional approach to reading instruction was investigated in a content area. The reading strategy under consideration incorporated the use of prepared reading guides in small groups within the structure of seventh grade social studies lessons. Questions were raised to determine in what way such a strategy would influence performance on measures of (a) ability to recognize patterns of organization, (b) content acquisition, (c) social studies reading, and (d) general reading comprehension. The effects of the experimental strategy, therefore, were studied in two separate but interrelated studies involving the sample of students. It was found that the functional reading strategy not only appeared to have a significant effect (p >.05) on students' ability to recognize patterns of organization in expository paragraphs, but also seemed to positively influence (p >.05) their acquisition of social studies content and had a qualified effect on their achievement in reading social studies. There were no significant differences among treatment groups on a measure of general reading ability.

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