Why Reading in the Discipline?
Students are expected to engage with specialized knowledge of their academic discipline in college learning This knowledge is typically presented in texts that students often find unfamiliar and alienating In order to access disciplinary content, then students must be able to read write and evaluate disciplinary texts

Flesch Readability Ease Formula

RE=206835-(1.015XASL)-(84.6XASW)

What do the scores mean?
RE is a number ranging from o to 100. The higher the
number, the easier the text is to read
Scores between 90.0 and 100.0 are considered easily
understandable by an average 5th grader.
Scores between 60.0 and 70.0 are considered easily
understood by 8th and 9th graders
Scores between 0.0 and 30.0 are considered easily
understood by college graduates

liuguistic source of readability:

vocabulary: tier3: low frequency, specialized words encapsulating key concepts

vocabulary tier 2: genral academic vocabulary used across disciplines

vocabulary : tier 1 : everyday words in typical way

grammatucal metaphor: relizes meaning in atypical way: process and qualities=nouns/ logical relation=nouns,verbs and prepositions

cohesion: It refers to the degree to which a text hangs together; it can be challenging to identify precise referents because oof possibilities or the distance between a pronoun/demonstrayives and its referents; cohesions is eatablished through the use of synonyms that refer to the same entity.

lecixal density: yhey pack a lot of content words into individual clauses/ it can be caculated.; long noun phrases are main contributors

grammatical intricacy:

coping with the challenge:

disciplinary texts: a high degree of genenralization, abstraction, interpretation and technicality.

instructions: Functional Language Analysis: explore discipline-specific language

1. situate reading in a unit of study where students expolre significant disciplinary questions
2.  select a text that is short, contanis importamt or worthy content
3. identify specific goals
4. decide the strategy
5. engage students in the analysis as a whole classes

supporting tasks

Teachers guide studetns to rewrite the model text

discuss about the differences of languages